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[00:00:01]

GOOD MORNING AND WELCOME TO THE BOARD BRIEFING, A MEETING OF THE DALLAS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES.

PLEASE STAND JOIN US FOR A MOMENT OF SILENCE AND REMAIN STANDING FOR THE PLEDGE OF ALLEGIANCE AND A SALUTE TO THE TEXAS FLAG.

THE FOLLOWING TRUSTEES ARE EITHER PHYSICALLY PRESENT OR PARTICIPATED SIMULTANEOUSLY BY VIDEOCONFERENCE. A QUORUM OF THE BOARD IS PHYSICALLY PRESENT AT THIS LOCATION.

TRUSTEE DUSTIN MARSHALL, CARLA GARCIA, JOE CARREON, JUSTIN HENRY, BEN MACKEY IS JOINING US ON THE LINE, OUR SUPERINTENDENT OF SCHOOLS, DR.

MICHAEL HINOJOSA, IS WITH US, AND I'M EDWIN FLORES FIRST VICE PRESIDENT WILL BE PRESIDING OVER TODAY'S MEETING. OUR BOARD PRESIDENT, BEN MACKEY, WILL BE PARTICIPATING VIA VIDEO CONFERENCE. THIS MEETING WILL BE AVAILABLE SIMULTANEOUSLY IN ESPANOL, ON SOCIAL MEDIA THROUGH DALLAS ISD AND IN ESPANOL ON FACEBOOK AND THROUGH THE DISTRICT'S WEBSITE.

WANT TO REMIND EVERYONE THAT ALTHOUGH NOT REQUIRED, YOU'RE WELCOME TO WEAR A FACE MASK ON DISTRICT PROPERTY IF YOU WISH.

DO WE HAVE ANY ELECTED PUBLIC OFFICIALS AND OR DOES TRUSTEE BEN MACKEY HAVE ANY PRESIDENT'S COMMENTS? NOT HEARING ANY, OUR AGENDA NOW CALLS FOR THE PUBLIC FORUM SEGMENT OF THIS MEETING.

HOWEVER, I'M INFORMED NO ONE HAS SIGNED UP TO SPEAK.

[4. CLOSED SESSION - The Board will retire to closed session pursuant to Texas Government Code Section 551 concerning the following sections:]

SO THE NEXT ITEM WILL BE CLOSED SESSION.

THE BOARD WILL RETIRE TO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 511.

CONCERNING THE FOLLOWING SECTIONS, THE PUBLIC AND STAFF ARE WELCOME TO STAY CONNECTED TO ZOOM WHILE THE BOARD LEAVES THE MEETING OR BE IN PERSON TO ATTEND THE MEETING TO ATTEND THE CLOSED SESSION. THE PUBLIC PORTION OF THE MEETING WILL RESUME AFTER CLOSED SESSION.

THE BOARD WILL RETIRE THE CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551 CONCERNING ANY AND ALL THE PURPOSES PERMITTED BY THE ACT, INCLUDING BUT NOT LIMITED TO THE FOLLOWING SECTIONS.

TEXAS GOVERNMENT CODE SECTIONS 551.071 FOR PRIVATE CONSULTATION WITH ITS ATTORNEYS ABOUT PENDING OR CONTEMPLATED LITIGATION, OR ON THE MANNER IN WHICH THE DUTY OF THE ATTORNEY TO THE GOVERNING BODY UNDER THE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OF THE STATE BAR OF TEXAS CLEARLY CONFLICTS WITH THIS CHAPTER, 551.072 TO DELIBERATE THE PURCHASE, EXCHANGE, LEASE, SELL OR VALUE OF REAL PROPERTY, 551.074 TO DELIBERATE THE APPOINTMENT EMPLOYMENT EVALUATION, REASSIGNMENT DUTIES, DISCIPLINE OR DISMISSAL OF A PUBLIC OFFICER OR EMPLOYEE, INCLUDING THOSE INDIVIDUALS LISTED ON STATUTORY ITEMS B AND D. THE TIME IS NOW 11:40 A.M, AND WE ARE IN CLOSED SESSION.

WE DON'T EXPECT THIS CLOSED SESSION TO BE VERY LONG.

ALL RIGHT. THE TIME IS NOW 11:52 A.M, AND WE'RE BACK IN OPEN SESSION.

THE BOARD TOOK NO ACTION IN CLOSED SESSION.

[5. VISION/PROGRESS MONITORING]

SECTION FIVE VISION.

[INAUDIBLE] NOW VISION PROGRESS MONITORING STUDENT OUTCOME GOALS PROGRESS MEASURES 2.1 TO 2.2 AND 3.1 TO 3.2.

WHO'S GOING TO LEAD THIS ONE? SUSANA CORDOVA, OUR DEPUTY SUPERINTENDENT WILL LEAD US THROUGH THIS ITEM.

THANK YOU. THANK YOU, VICE PRESIDENT FLORES, SUPERINTENDENT HINOJOSA AND TRUSTEES.

WE ARE GOING TO SHARE THE UPDATE ON WHERE WE ARE MIDYEAR FOR STUDENT OUTCOME GOALS, AND THE GPMS 2.1 AND 2.2 AND 3.1 AND 3.2.

BEFORE I SHARE THE HEADLINES, I DO WANT TO JUST NAME BASED ON OUR CONVERSATION AT THE LAST BRIEFING, WE HAVE DONE SOME WORK TO GET A COMPARISON BETWEEN DALLAS AND THE NATIONAL DATA SET THAT WE WILL BE REVIEWING TODAY.

SO AT A HIGH LEVEL, I DO WANT TO SHARE BOTH SOME AREAS OF CONCERN AS WELL AS SOME AREAS OF LIMITED BRIGHT SPOTS.

WE DEFINITELY WANT TO NAME THAT THE ONGOING PANDEMIC HAS STALLED OUR EFFORTS IN RESPONSE AND RECOVERY. WE HAD ANTICIPATED THAT WE WOULD BE ABLE TO FULLY PROGRESS INTO ACCELERATION, BUT THE CHALLENGES OF THIS YEAR AND THE DISRUPTIONS OF OMICRON HAVE MADE THAT VERY CHALLENGING.

IN DALLAS, LIKE THE NATION, WE ARE SEEING AN INEQUITABLE K-SHAPED RECOVERY, WHICH WE'LL

[00:05:05]

LOOK AT IN JUST A MINUTE.

WE ARE, AS A BRIGHT SPOT, SEEING LESS ACADEMIC LOSS COMPARED TO THE NATION, INCLUDING FOR ALL SUBGROUPS OF STUDENTS, INCLUDING AFRICAN-AMERICAN STUDENTS, BUT VERY CONCERNINGLY, OUR STUDENT OUTCOMES HAVE REGRESSED TO 2016 LEVELS WHICH HAVE ERASED FOUR YEARS OF PROGRESS AND GAINS, AND TO JUST PUT THAT IN CONTEXT, WE HAD THE FASTEST IMPROVEMENT IN TEXAS BETWEEN 15 AND 19.

IN THIRD GRADE, WE GAINED 12 POINTS IN READING.

TO REACH THE GOALS THAT WE SET FOR OURSELVES IN 25, WE WOULD NEED TO DOUBLE THAT TO 24 POINTS IN THAT SAME TIME PERIOD.

SO IT JUST GIVES A SENSE OF THE MAGNITUDE OF BOTH THE WORK THAT WE HAVE TO DO AND THE EFFORT THAT IT WILL TAKE TO BE ABLE TO REACH THERE.

FOR SOME CONTEXT, I'M NOT GOING TO READ ALL OF THESE THINGS, BUT I THINK IT IS IMPORTANT TO JUST PLACE THIS INTO CONTEXT.

THE MOST RECENT SCHOOL YEAR HAS SEEN A FAR GREATER IMPACT ON STUDENTS FROM OMICRON, AND PARTICULARLY IN THE FALL AND WINTER, WE SAW SIGNIFICANT IMPACT TO STUDENT ATTENDANCE, DROPPING AN OVERALL TO 92% FROM 95% PRE-PANDEMIC.

WE ALSO, PARTICULARLY IN THE MIDYEAR PORTION OF TIME, REALLY STRUGGLED WITH TEACHER SHORTAGES AND ABSENCES DUE TO COVID, WHICH HAS CREATED IMPACTS ON OUR LEARNING EXPERIENCE. SO FOR WHERE WE ARE MIDYEAR, FOR OUR FIRST GOAL THAT WE'RE SHARING TODAY, WHICH IS GPM 2.1, LOOKING AT THE STUDENT ACHIEVEMENT LEVELS FOR SECOND GRADE AFRICAN-AMERICAN STUDENTS, OUR MID-YEAR DATA POINT, WE'RE AT 24.5.

THE END OF YEAR TARGET IS 38, MEANING THAT WE HAVE A DELTA OF 13.5 POINTS.

FOR GPM 2.2, LOOKING AT THE STUDENT ACHIEVEMENT LEVELS FOR KINDERGARTEN STUDENTS ON A READING ASSESSMENT OUR MID-YEAR CHECK POINT, WE'RE AT 39% MEETING THAT TARGET WITH A DELTA OF 18% FOR GPM 3.1.

LOOKING AT THE STUDENT ACHIEVEMENT LEVELS FOR AFRICAN-AMERICAN SECOND GRADE STUDENTS SCORING AT OR ABOVE THE 50TH PERCENTILE IN MATH, WE ARE AT 19.7% AGAINST A 33% TARGET AT DELTA OF 13.3%, AND FOR 3.2 LOOKING AT STUDENT ACHIEVEMENT LEVELS FOR KINDERGARTEN STUDENTS ON STANDARDIZED MATH ASSESSMENT HERE, WE ACTUALLY DO SEE SOME GOOD GAINS.

WE'RE AT 60 AGAINST AN END OF YEAR TARGET OF 57%.

SO WE DO HAVE SOME HOPEFULNESS WHEN WE LOOK AT THAT.

THIS SLIDE HERE IS HELPING ADDRESS THE QUESTION THAT YOU ASKED US IN THE LAST BOARD BRIEFING, WHICH IS HOW ARE WE DOING AND HOW ARE WE DOING IN COMPARISON TO OTHER STUDENTS IN THE COUNTRY? SO WE WERE ABLE TO GET A COMPARISON WITH OUR MAP SCORES, LOOKING AT ALL STUDENTS IN DALLAS AND ALL STUDENTS WHO HAVE PARTICIPATED IN THE MAP ASSESSMENT, AND HERE YOU CAN SEE THIRD, FOURTH AND FIFTH GRADE RESULTS AND THEN THAT SAME SET OF DATA FOR AFRICAN-AMERICAN STUDENTS. THE GOOD NEWS IS THAT WHILE WE STILL HAVE LOST GROUND, WE'VE LOST LESS GROUND THAN THE NATIONAL DATA SET FOR ALL STUDENTS AND LESS GROUND FOR AFRICAN-AMERICAN STUDENTS, IT'S IMPORTANT THAT WE ARE LOSING LESS GROUND BECAUSE WE HAVE FARTHER TO GO, AND SO WE DO RECOGNIZE HOW CRITICALLY IMPORTANT IT'S GOING TO BE TO CONTINUE TO ACCELERATE OUR PERFORMANCE. SO THAT WAS LOOKING AT THE RESULTS IN READING, AND THEN IF YOU LOOK AT THE RESULTS IN MATH ON SLIDE FIVE, YOU'LL SEE A SIMILAR PICTURE.

NATIONWIDE, WE HAVE SEEN MORE DECLINES IN MATH.

THE NATIONAL RESEARCH IS HOPEFUL THAT WE WILL SEE FASTER ACCELERATION THAT THE STEEPER DECLINES LARGELY ARE BASED ON IT'S HARDER FOR FAMILIES TO SUPPORT IN MATHEMATICS THAN IT IS IN READING, AND THAT WITH MORE TIME IN SCHOOL, WE'LL SEE A MORE RAPID GAIN BACK IN MATH ACHIEVEMENT. THIS NEXT SLIDE LOOKS AT THE K-SHAPED RECOVERY, AND SO WE WENT BACK TO 2015 SO THAT WE COULD SEE WHERE WE WERE.

YOU SEE THAT BIG, STEEP DECLINE FOR WHERE WE ARE RIGHT NOW, AND THEN WE'VE JUST LISTED OUT WHAT IT WILL TAKE FOR US TO GET TO WHERE WE'VE SET THE TARGET IN THE FUTURE.

WE OBVIOUSLY UNDERSTAND THAT IS A VERY BIG LIFT, AND SO I WANT TO TALK THROUGH MANY OF THE STRATEGIES THAT WE'VE PUT IN PLACE PRIOR TO THE PANDEMIC THAT WE KNOW WERE WORKING VERY EFFECTIVELY, WHAT WE'VE LAUNCHED SINCE THE BEGINNING OF THE PANDEMIC AND THEN POINT TO THE EFFORTS THAT WE WILL BE EMBARKING ON FOR THE NEXT SCHOOL YEAR.

I WON'T READ ALL OF THE PRE-PANDEMIC COLUMN BECAUSE OBVIOUSLY YOU WERE HERE FOR MANY OF

[00:10:02]

THESE THINGS. YOU CAN SEE THEY ARE STRATEGIES AND INITIATIVES THAT CONTRIBUTED SIGNIFICANTLY TO SUCCESS, INCLUDING THINGS LIKE ACE AND HPC STRATEGIES OUR P-TECH AND EARLY COLLEGE STRATEGIES, THE TARGETED INSTRUCTIONAL LEAD COACHING TO SUPPORT TEACHERS.

SINCE THE 2020, WE'VE LAUNCHED OUR READING ACADEMIES AND WE ARE SEEING VERY PROMISING RESULTS WITH TEACHERS WHO HAVE GONE THROUGH A FULL YEAR OF THE TRAINING WITH READING ACADEMIES.

WE'VE LAUNCHED MTSS (MULTI-TIERED SYSTEMS OF SUPPORT) INTERVENTIONISTS.

THIS IS ONE OF THE MOST PROMISING STRATEGIES THAT WE'RE SEEING IN WORKING WITH OUR AFRICAN-AMERICAN STUDENTS THROUGH THE RACIAL EQUITY OFFICE, AND THAT'S SOMETHING THAT WE ARE LOOKING TO SCALE TO A LARGER DEGREE BECAUSE OF THE PROMISE THAT WE'VE SEEN WITH THAT . AS WE'VE MENTIONED PREVIOUSLY, WE REALLY HAVE DEPLOYED ALL OF OUR EDUCATIONAL EXPERTS IN CENTRAL OFFICE TO GO OUT INTO SCHOOLS TO SUPPORT AND TEACH STUDENTS, PARTICULARLY IN THIS SECOND SEMESTER, TO HELP WITH OUR ACCELERATION EFFORTS.

WE'VE ADDED THE DYSLEXIA INTERVENTIONISTS AT MIDDLE SCHOOL AND HIGH SCHOOL, MANY OF THE CROSS DIVISIONAL DATA REVIEWS ARE GEARED AT HOW WE CAN ENSURE THAT WE ARE SUPPORTING OUR CAMPUSES, BOTH THROUGH SCHOOL LEADERSHIP AND TEACHING AND LEARNING.

NEW FOR NEXT YEAR, THESE ARE SOME OF THE EFFORTS THAT WE BELIEVE ARE GOING TO HELP US ACCELERATE RESULTS.

WE'LL BE ROLLING OUT HIGH QUALITY INSTRUCTIONAL MATERIALS IN GRADES K THROUGH EIGHT WITH THE AMPLIFY READING LANGUAGE ARTS MATERIALS FIRST IN 129 CAMPUSES AND A NEW MATH MATERIALS CALLED EUREKA IN 75 CAMPUSES.

THESE ARE BOTH BEING MADE AVAILABLE THROUGH THE HIGH QUALITY INSTRUCTIONAL MATERIAL WORK WITH TEA.

WE WILL BE ADDING AN INTERVENTION PERIOD TO ALL SCHOOLS TO ENSURE THAT THERE'S TIME BUILT INTO THE SCHOOL DAY TO SUPPORT STUDENTS WHO MAY BE STRUGGLING AND BEHIND.

WE WILL BE REVISITING OUR TUTORING STRATEGY TO MAKE SURE THAT WE CAN GET TO THE LEVEL OF SCALE AND MAKE SURE THAT WE'RE MEETING THE REQUIREMENTS OF HOUSE BILL 4545.

ONE OF THE AREAS THAT WE KNOW IS AN ENABLER FOR LEARNING IS THE WORK AROUND SOCIAL, EMOTIONAL AND MENTAL HEALTH, AND SO WE WILL ALSO BE DEPLOYING MORE MENTAL HEALTH CLINICIANS TO OUR SCHOOLS TO HELP OUT WITH THAT, WE ARE MAKING SURE THAT WE'VE GOT STUDENT SUPPORT TEAM INTEGRATION WITH OUR MTSS WORK IN ALL OF OUR TIER TWO AND TIER THREE STUDENTS. WE'RE LOOKING AT A POWER HOUR WHERE CENTRAL STAFF CAN DEDICATE ONE HOUR A WEEK TO SUPPORT STUDENT SUCCESS IN ACTIVITIES LIKE TUTORING AND MENTORING AND SMALL GROUP INSTRUCTION WILL BE PILOTING A NEWCOMER CENTER SCHOOL WITHIN A SCHOOL AT CONRAD TO SUPPORT SECONDARY STUDENTS WHO ARE NEW TO ENGLISH, AND WE'LL NEED THAT ADDITIONAL SUPPORT TO BE ABLE TO ACCELERATE, AND THEN WE ARE ALSO LOOKING AT HOW WE CAN ADD ADDITIONAL COMPENSATION TO MAKE SURE THAT WE HAVE THE NUMBER OF SUBSTITUTES FOR COVERAGE DURING TIMES OF COVID SPIKES, AND ALSO LOOKING AT WHETHER OR NOT THAT'S A STRATEGY WE NEED TO SECURE SUBS FOR THE DURATION OF NEXT YEAR.

SO I'D BE HAPPY TO SEE IF THERE ARE ANY QUESTIONS.

TRUSTEES, ANY QUESTIONS? TRUSTEE MARSHALL. I'M NOT SURE I HAVE ANY QUESTIONS, BUT I MEAN, THIS IS HORRIBLY DEPRESSING IT FEELS LIKE YOU SAID IN ONE OF YOUR SLIDES, THE LAST FOUR YEARS OF GAINS HAVE ESSENTIALLY BEEN WASHED AWAY, AND THERE'S A WHOLE GENERATION OF KIDS THAT ARE SUFFERING AS A RESULT OF THIS PANDEMIC, AND I OBVIOUSLY KNOW IT'S FAR BEYOND THE CONTROL OF ANYBODY IN THIS ROOM TO DEAL WITH THE WORLDWIDE PROBLEM, BUT IT'S JUST DEPRESSING.

THERE'S NO OTHER WAY AROUND IT, AND THIS CURRENT THIRD GRADE CLASS, I MEAN, THEY'RE BEHIND IN READING, BUT THEY HAVEN'T BEEN IN SCHOOL MOST OF THEIR JOURNEY, AND SO IT'S NOT. TERRIBLY SURPRISING THAT WE'RE SEEING 32% SCORES IN THIRD GRADE READING.

I DO APPRECIATE YOU HIGHLIGHTING THE THINGS ON YOUR SLIDE SEVEN, WHICH I THINK IS ACTUALLY SLIDE EIGHT, BUT I GUESS MY QUESTION IS, I MEAN, THE SLIDE BEFORE THIS HAS YOU GOING FROM 32 TO 45 IN ONE YEAR; IT TOOK US FOUR YEARS TO DO THAT BEFORE.

I GET THAT, YOU'RE SORT OF BACKING INTO THE INCREASE FROM 32 TO 45 SO THAT YOU CAN GET BACK ON PACE TO GET TO 56, AND SO THAT'S KIND OF A PLUG NUMBER TO SOLVE FOR WHERE YOU

[00:15:02]

NEED TO BE TO GET BACK ON TRACK, BUT 32 TO 45, I MEAN, THAT SEEMS HERCULEAN TO ACCOMPLISH IN ONE YEAR. YOU'VE GOT A LIST OF COMPELLING INITIATIVES ON THE FOLLOWING SLIDE, BUT I MEAN, WHAT'S YOUR GUT ON WHERE WE CAN EXPECT THE BIGGEST GAINS AND WHETHER THOSE GAINS ARE GOING TO COME ANYWHERE CLOSE TO A 13% IMPROVEMENT BECAUSE IT SEEMS LIKE WE'RE BETTING ON A LOT OF IDEAS HERE, BUT I MEAN, DO ANY OF THEM HAVE THAT KIND OF MAGNITUDE OF POTENTIAL, I GUESS, IS MY QUESTION.

SURE, NO, THANK YOU, AND I THINK IT IS REALLY IMPORTANT TO PUT THIS INTO THE CONTEXT OF WHAT THE LIFT WILL LOOK LIKE TO REACH THE GOAL THAT WAS SET PRE-PANDEMIC, AND WERE WE NOT TO HAVE SEEN THE DECLINE, I THINK WE WOULD HAVE BEEN IN A MUCH BETTER PLACE TO REACH IT.

OBVIOUSLY, HAVING THAT THOSE FOUR YEARS OF GAINS ERASED MEANS IT IS JUST THAT MUCH SIGNIFICANTLY HARDER.

THE WAY WE REALLY HAVE THOUGHT ABOUT THE PROPOSED STRATEGIES FOR NEXT YEAR, MANY OF WHICH WILL BE INCLUDED IN THE PROPOSED BUDGET THAT WE WILL COME FORWARD WITH, HAS BEEN TO LOOK AT WHAT HAS BEEN MOST SUCCESSFUL IN THE WORK THAT WE'VE BEEN DOING TO DATE.

WHAT DOES THE RESEARCH TELL US ABOUT THE MOST PROMISING PRACTICES AND HOW CAN WE TARGET THOSE AT THE AREAS OF HIGHEST NEED TO HELP ENSURE THAT WE'RE PUTTING THE RESOURCES WHERE THE STUDENTS AND THE TEACHERS ARE IN MOST NEED OF THE SUPPORT? TRUSTEE HENRY SAID, I THINK TWO MEETINGS AGO THAT PART OF THE WORK OF THE BOARD'S OVERSIGHT FUNCTION IS HELPING ENSURE THAT WE ARE RESOURCING WHERE WE NEED TO, TO ADDRESS THE CHALLENGES THAT WE'RE FACING.

SO FOR EXAMPLE, WE'VE SEEN THAT OUR READING INTERVENTIONISTS THROUGH THE RACIAL EQUITY OFFICE ARE GETTING DOUBLE THE GAIN IN COMPARISON WITH STUDENTS WHO DON'T HAVE ACCESS TO THOSE. NOW, IT MAY NOT BE THE 13 POINT GAIN, BUT BECAUSE WE ARE SEEING MORE ACCELERATION WHEN WE HAVE THAT LEVEL OF SUPPORT FROM A READING INTERVENTIONISTS, THAT'S ONE OF THE STRATEGIES THAT WE WANT TO SCALE TO MORE SCHOOLS THAT SERVE THESE STUDENTS.

I MEAN, IT'S CLEAR YOU ALL HAVE YOUR WORK CUT OUT FOR YOU.

OTHER THAN LAMENTING WITH YOU I GUESS MY ONLY ADVICE IS WE'VE GOT A LOT OF ESSER MONEY.

WE'VE GOT A $600 MILLION PLUS FUND BALANCE FOR A RAINY DAY.

IT'S RAINING. YES.

I'D BE SURPRISED IF I DON'T SPEAK FOR THE WHOLE BOARD IN SAYING THAT ANYTHING YOU GUYS NEED FROM US TO FIGURE THIS OUT.

YOU NEED TO COME FORWARD AND ASK FOR IT, EVEN IF IT'S SPENDING HUNDREDS OF MILLIONS OF DOLLARS, WE'VE GOT TO FIGURE THIS OUT AND GET IT DONE QUICKLY.

EVEN IF IT MAKES DWAYNE STAY AWAKE AT NIGHT.

[CHUCKLING] SURE, I THINK ONE OF THE COMPOUNDING CHALLENGES IS JUST THE ISSUE OF TALENT, AND SO WE WANT TO MAKE SURE THAT WE CAN USE THE FUNDS TO HIRE PEOPLE AND HIRING PEOPLE HAS ALSO BEEN A CHALLENGE, AND SO, LIKE I 100% AGREE, WE ARE TRYING TO DO OUR VERY BEST TO SAY WHAT ARE THE HIGHEST LEVEL STRATEGIES, HOW DO WE FUND THEM, AND HOW DO WE GET THE PEOPLE TO ACTUALLY DELIVER ON THEM? WELL, THANKS FOR YOUR EFFORTS.

SEEMS LIKE WE'VE GOT A MOUNTAIN TO MOVE, SO TIME TO GET TO WORK.

YES. TRUSTEES? SORRY, I DIDN'T SEE WHO PUT UP THEIR--WE'LL GO WITH GARCIA, JOHNSON AND HENRY.

GOOD AFTERNOON, THANK YOU FOR THIS PRESENTATION.

I'LL GO TO SLIDE EIGHT AND ASK YOU ABOUT NAMELY, YOU MENTIONED ONE OF THE STRATEGIES THAT YOU FEEL WAS MOST IMPORTANT IN THESE NEW 2022-23 STRATEGIES WAS THE MENTAL HEALTH CLINICIANS. YOU SAID AN INVESTMENT INTO MORE OF THEM.

HOW MANY MORE OF THEM AND IS THIS SPECIFICALLY THROUGH ESSER FUNDING? SOME OF IT IS THROUGH ESSER FUNDING.

I MAY NEED TO PHONE A FRIEND ON THE NUMBER THAT WE'RE TALKING ABOUT SCALING.

SO CURRENTLY WE HAVE 57 AND I BELIEVE WE WERE LOOKING AT ADDING 40 MORE, AND I'LL CONFIRM THAT. TRUSTEE GARCIA BUT I BELIEVE THAT'S THE NUMBER, AND THESE MENTAL HEALTH CLINICIANS ARE K THROUGH 12, NOT JUST SERVICING A SPECIFIC GRADE LEVEL? CORRECT. OKAY, WELL, THAT'S REALLY GREAT TO HEAR, AND I THINK THIS IS ONE OF THE ITEMS THAT I'VE HEARD SPECIFICALLY IN MY DISTRICT HAS MADE A DIFFERENCE FOR THE STUDENTS THAT ARE RECEIVING THOSE INTERVENTIONS.

SO THANK YOU FOR THAT EFFORT.

I'M ALSO INTERESTED IN THIS NEWCOMER CENTER SCHOOL WITHIN THE SCHOOL MODEL AT CONRAD HIGH SCHOOL. CAN YOU TELL ME THE NUMBER OF STUDENTS THAT WE'RE EXPECTING TO SERVE AND

[00:20:05]

ALSO, IS THIS JUST APPLYING TO HIGH SCHOOL AGED STUDENTS? HI, TRUSTEE GARCIA THANK YOU FOR THAT QUESTION.

I JUST NEED TO MAKE ONE CLARIFICATION.

IT'S ACTUALLY GOING TO BE AT THOMAS JEFFERSON HIGH SCHOOL.

WE'RE LOOKING TO EXPAND TO CONRAD IN FUTURE YEARS, BUT WE'RE STARTING AT THOMAS JEFFERSON. I APOLOGIZE, DEPUTY SUPERINTENDENT CORDOVA.

IT WILL BE HIGH SCHOOL AGED STUDENTS WHO ARE MEETING CRITERIA FIRST OR SECOND YEAR NEWCOMERS. WE ARE LOOKING AT SERVING AROUND M200 STUDENTS AND IT'S ACTUALLY THROUGH A COHORT MODEL. SO THEY WILL BE WITH A SPECIFIC GROUP OF TEACHERS FOR TWO YEARS AND THEN HAVE THE ABILITY TO RETURN TO THEIR HOME CAMPUS SHOULD THEY CHOOSE TO DO SO.

IT WILL ALLOW US TO REALLY FOCUS ON THEIR ACADEMIC NEEDS, GET THEM UP TO PAR, PROVIDE THEM WITH RESOURCES TO THE COMMUNITY, RESOURCES TO THEIR FAMILIES.

WE BELIEVE IT'S GOING TO BE A GREAT WAY TO SERVE THAT POPULATION OF STUDENTS, AND CAN YOU TELL ME WHERE THIS IDEA CAME FROM, THIS SPECIFIC MODEL? IS THIS SOMETHING THAT WE'VE SEEN AT ANOTHER URBAN SCHOOL DISTRICT? IT IS A MODEL THAT WE'RE TRYING TO REPLICATE THAT WE HAVE SEEN IN VARIOUS PARTNER DISTRICTS, BUT I'M GOING TO HAVE DEREK COME UP AND SPEAK TO THE SPECIFIC GROUPS THAT WE SPOKE WITH.

TRUSTEE GARCIA, THERE IS AN EXAMPLE OF THIS IN NEW YORK.

THERE'S ALSO ANOTHER STATE EXAMPLE WITHIN TEXAS, AND THEN THE TEAM HAS REALLY TALKED TO STUDENTS AND TO PARENTS IN PARTICULAR OVER THE LAST YEAR TO TRY TO UNDERSTAND WHAT SPECIFICALLY COULD HELP THEM IN THEIR PATH.

SO THERE'S BEEN A GROUP OF STUDENTS, PARENTS AND HIGH SCHOOL LEADERS AND TEACHERS THAT HAVE BEEN BUILDING THIS OUT--AND IT'S ACTUALLY MY FAULT IT SAYS CONRAD ON THE SLIDE, SO SORRY FOR THAT--BUT IT'S GROUNDED SORT OF IN WHAT OUR LOCAL POPULATION IS REALLY ASKING FOR. OKAY, THANK YOU FOR THAT EXTRA CONTEXT AND JUST FOR MY OPPORTUNITY TO CONNECT THE POINTS HERE, ARE ALL OUR NEWCOMER STUDENTS EXCLUSIVELY ENGLISH LEARNERS OR EMERGENT BILINGUALS OR AM I CONFUSING THE WAY THAT I'M USING THE TERMINOLOGY? YEAH, EMERGING BILINGUAL IS THE NEW TERM.

THAT'S CORRECT.

SO AWAY WITH ENGLISH LEARNER--ACCORDING TO STATE TITLES, THAT'S CORRECT.

OUR NEWCOMER STUDENTS ARE EMERGING BILINGUALS? THAT'S CORRECT, AND SERVED THROUGH AN ENGLISH AS A SECOND LANGUAGE PROGRAM.

SO THAT MAY BE WHERE THE CONFUSION MAY LIE.

I'M GETTING AHEAD OF MYSELF HERE, BUT IF THIS PROVES SUCCESSFUL, WHICH I MEAN, IT SOUNDS LIKE IF WE'RE GOING FOR STATE MODELS, IS THERE AN OPPORTUNITY TO GROW THIS INTO OTHER GRADE LEVELS BEFORE HIGH SCHOOL? I DEFINITELY THINK THERE'S A DISTINCT POSSIBILITY FOR THAT.

WE'RE OPEN TO THAT.

OKAY, AND I'M ASKING OUT OF THE INTEREST OF HAVING LEARNED ABOUT THIS RECENTLY MYSELF.

SO I THINK THIS IS ONE OF THE SUBJECTS THAT I'D LOVE TO LEARN MORE ABOUT MYSELF.

TRUSTEE GARCIA, OUR HISTORY HAS BEEN IF WE GET THE STUDENTS YOUNG THROUGH OUR DUAL LANGUAGE PROGRAM, WE HAVE A GREAT CHANCE TO GET THEM CAUGHT UP.

THESE ARE FOR STUDENTS THAT COME HERE AT SECONDARY LEVEL WHO SOME OF THEM HAVEN'T BEEN IN A LOT OF FORMAL SCHOOLING, AND SO WE REALLY HAVE TO ACCELERATE AT THE HIGHER LEVEL.

I'D BE SHOCKED IF WE FIND SOMETHING OUT OF THIS THAT WORKS BETTER THAN OUR DUAL LANGUAGE PROGRAM, BUT WE'LL CERTAINLY TAKE ANYTHING INTO CONSIDERATION.

GREAT, WONDERFUL TO HEAR. THANK YOU, AND THEN LET ME MOVE ON THEN TO THE FINANCIAL QUESTION AS WELL, WHICH IS DWAYNE.

YOU'D MENTION AT ONE POINT THAT WE WERE ALREADY DURING THE AUDIT COMMITTEE MEETING THAT WE WERE ALREADY LOOKING TO MOVE FUNDING FROM THE UNASSIGNED FUND BALANCE TO ASSIGNED FUND BALANCE TO POTENTIALLY ADDRESS SOME OF THE SUCCESSFUL STRATEGIES FROM ESSER FUNDING.

CAN YOU TELL ME, IF YOU HAVE ANY PRELIMINARY INSIGHT, WHICH OF THESE WERE ALREADY LOOKING TO EXTEND BEYOND THE ESSER FUNDING TIMELINE? SO YES, WE ARE ASSIGNING FUND BALANCE TO DO THAT, TO CARRY ESSER ITEMS, BUT WE HAVEN'T DESIGNATED IT'S GOING TO BE THIS OR NOT BECAUSE EACH EVERY SIX MONTHS, THEY DO AN EVALUATION OF THE VARIOUS ACTIVITIES TO SEE IF WE WANT TO CONTINUE THOSE, EXPAND THOSE, DECREASE THOSE.

SO THE DETERMINATION OF WHICH ONES WOULD MOVE INTO THE ASSIGN FUND BALANCE OR BE UTILIZED IN THE GENERAL FUND AFTER ESSER IS GONE, HASN'T BEEN DETERMINED YET.

ALSO WANT TO ASSURE YOU THAT WHEN WE HAVE THE BUDGET WORKSHOP THAT PRESIDENT MACKEY HAS REQUESTED, WE'RE GOING TO LAY OUT ALL THE THINGS THAT WE WANT TO FUND AND WE'RE GOING TO TELL YOU WHAT THE FUNDING SOURCE IS GOING TO BE, AND SO THAT WORKSHOP WILL GET US STARTED IN THAT PROCESS. SUSANA CORDOVA, YOU WANTED TO ADD? IF I JUST MAY ADD, WE WILL BE SHARING A MID-YEAR ESSER REPORT.

WE'RE JUST IN THE FINAL STAGES OF WRAPPING THAT UP.

THAT WILL HAVE A MID-YEAR ASSESSMENT OF ALL OF THE ESSER FUNDED ACTIVITIES WHERE THEY ARE IN TERMS OF ITS WORK, IF IT'S SORT OF LIKE A RED, YELLOW, GREEN STOPLIGHT AND INDICATIONS OF IF IT'S WORK THAT WE SHOULD CONTINUE AS IT IS, MAKE ADJUSTMENTS TO OR STOP.

OKAY, THAT'S GREAT.

[00:25:02]

THANK YOU. VERY MUCH LOOK FORWARD TO READING THAT REPORT, AND THEN A QUESTION IN PARTICULAR TO WHAT IS SERVICING OUR AFRICAN-AMERICAN STUDENTS THROUGH DISD? ANY INSIGHT INTO THE INTERVENTIONS THAT ARE BETTER SERVICING OUR AFRICAN-AMERICAN STUDENTS AS WE ADDRESS LEARNING RECOVERY? YEAH, SO, I'LL SPEAK BRIEFLY AND THEN I'LL ASK DR.

LEAR ALSO TO WEIGH IN ON THIS.

SO DEFINITELY, PARTICULARLY LOOKING AT READING, THE MTSS READING INTERVENTIONISTS IS BY FAR ONE OF THE MOST SUCCESSFUL STRATEGIES THAT WE'RE SEEING.

IT'S PART OF THE REASON WHY WE'D LIKE TO EXPAND THE USE OF HIGHLY SKILLED READING INTERVENTIONISTS TO DO SMALL GROUP WORK WITH OUR AFRICAN-AMERICAN STUDENTS.

AS I MENTIONED PREVIOUSLY, WE'RE SEEING THAT STUDENTS WHO RECEIVE THAT SUPPORT FROM HIGHLY QUALIFIED READING TEACHERS ARE GETTING DOUBLE THE GAINS WHEN YOU MATCH THEM TO PEERS WHO ARE NOT RECEIVING THAT SUPPORT, AND SO WE KNOW THAT IT'S POSSIBLE TO INCREASE AND ACCELERATE THE PROGRESS WE NEED TO MAKE SURE WE'RE DEPLOYING THE RIGHT RESOURCES.

SO I WOULD ECHO WHAT MS. CORDOVA SAID. THE READING INTERVENTION IS DEFINITELY HAS BEEN, I THINK, ONE OF OUR STRONGEST LEVERS AND THAT'S WHY WE'RE TAKING IT TO SCALE AND EXPANDING IT.

THE OTHER THING THAT I THINK THAT HAS HELPED, PROBABLY NOT JUST OUR AFRICAN-AMERICAN STUDENTS, BUT ACROSS THE BOARD IS THE MENTAL HEALTH SUPPORT AND THE SOCIAL, SOCIAL, EMOTIONAL LEARNING, BUT BY FAR FOR OUR AFRICAN-AMERICAN STUDENTS, HAVING A PROFICIENT, ONE OR HIGHER TEACHER IN FRONT OF OUR STUDENTS, I THINK HAS MADE THE MOST IMPACT . THE LAST QUESTION I HAVE IS, CAN THE SAME BE SAID FOR OUR EMERGING BILINGUAL STUDENTS IN TERMS OF THE INTERVENTION DURING LEARNING RECOVERY? I WOULD SAY, YES.

I THINK THAT WE'RE FORTUNATE THAT OUR DUAL LANGUAGE PROGRAM HAS SEEN OUTSIZED GAINS AS WELL WITH OUR EMERGING BILINGUAL STUDENTS.

I WOULD SAY ALL OF THOSE APPLY.

WE DID FIND IN OUR MOST RECENT STUDY THAT MANY OF OUR TEACHERS WHO SERVE OUR EMERGING BILINGUAL STUDENTS ARE PROFICIENT, ONE AND ABOVE.

SO WE DO HAVE A LOT OF HIGH QUALITY TEACHERS IN FRONT OF OUR STUDENTS.

WE ALSO UTILIZE ELEVATION PROGRAMING TO SUPPORT INTERVENTIONS FOR OUR ENGLISH LEARNERS, WHICH HAS PROVEN TO BE VERY, VERY SUCCESSFUL, AND SO WE KNOW THAT OUR DUAL LANGUAGE PROGRAM OUTPERFORMS, FOR THE MOST PART, OUR GENERAL POPULATION.

IT IS A HIGHLY SUCCESSFUL PROGRAM THAT RUNS K THROUGH 12, ACTUALLY WITH A DUAL LANGUAGE PATHWAY IN SOME OF OUR CAMPUSES, BUT FOR SURE, AT THE ELEMENTARY LEVELS.

IT'S THE ONLY PROGRAM MODEL THAT WE UTILIZE ONE WAY OR TWO WAY DUAL LANGUAGE.

OKAY, AND THEN I WAS JUST KIDDING ON THE LAST QUESTION, I'VE GOT ONE MORE MINUTE LEFT, WHICH IS GOING BACK TO--ACTUALLY I'LL WAIT; THAT CONCLUDES MY QUESTIONS.

THANK YOU. TRUSTEE JOHNSON.

YES, LOOKING HERE, I AGREE THAT WE NEED TO DO MORE FOR THE PRE-K.

I KNOW THERE IS SOME INITIATIVE GOING ON TO INCREASE PRE-K STUDENTS ENROLLMENT, AND SO THAT'S ONE OF THE THINGS THAT I'M VERY PASSIONATE ABOUT IS FOR OUR PRE-K, BUT WHAT ARE THE PLANS THAT WE HAVE TO INCREASE OUR PRE-K ENROLLMENT? I'M HEARING SOME THINGS, BUT DR.

LEAR. SURE, YEAH, WE JUST KICKED OFF PRE-K REGISTRATION AND WE'RE ACTUALLY TRENDING HIGHER RIGHT NOW FROM WHERE WE WERE LAST YEAR.

DR. HILL IS HERE SO SHE CAN TALK TO US ABOUT THE WORK.

YEAH, SO HOPEFULLY YOU'VE SEEN BILLBOARDS, FLYERS, ADS, FACEBOOK, LOTS AND LOTS OF OUTREACH TO MAKE SURE THAT WE ARE BRINGING MORE STUDENTS IN.

I PERSONALLY HAVE NOT SEEN BILLBOARDS AS OF YET, NOT IN MY COMMUNITY.

DR.

HILL, CAN YOU ADDRESS THAT? SURE, THANK YOU FOR THAT QUESTION, TRUSTEE JOHNSON.

WE DO HAVE BILLBOARDS AROUND THE CITY AND THERE ARE SOME IN THE SOUTHERN SECTOR.

I SEE ONE EVERY DAY AS I GO GET MY HAIR DONE ON A WEEKLY BASIS.

THAT'S AN ANECDOTE YOU PROBABLY DON'T CARE ABOUT, [CHUCKLING] BUT WE MAKE SURE THEY'RE AROUND THE CITY.

WE ALSO TARGET OUR SOUTHERN SCHOOLS WITH SOME SPECIALIZED MARKETING, MEANING CUSTOMIZED.

SO WE HAVE NAMES OF THE SCHOOL ON THE FLYERS FOR PARENTS, SO THEY'LL BE AWARE.

WE'RE ALSO GOING TO BE DOING OUR DRIVE-THRU AGAIN LIKE WE DID LAST YEAR, AND SO WE'LL MAKE SURE THAT--WE'RE GOING TO HAVE FOUR THIS YEAR, SO WE'LL HAVE ONE AT LINCOLN HIGH SCHOOL--SO WE'LL MAKE SURE THAT WE HAVE ACCESS TO PARENTS THERE.

TO SUSANA CORDOVA'S POINT, THIS YEAR, WE ARE REALLY TRENDING A LOT HIGHER THAN WE HAVE IN THE PAST. LAST YEAR, IT TOOK US ABOUT 14 DAYS TO GET A LITTLE OVER 1000 APPLICATIONS IN, AND AFTER FOUR DAYS THIS YEAR, WE'RE AT 2200 APPLICATIONS FOR PRE-K.

[00:30:01]

SO WE REALLY ARE TRENDING WELL.

IN ADDITION, WE HEARD THIS MORNING THAT THERE WAS SOME TV COMMERCIALS THAT CAME OUT THAT PEOPLE SAW THIS MORNING, ADVERTISING ON TV ABOUT ENROLLMENT IN PRE-K.

I'M BEHIND ON MY TELEVISION.

[CHUCKLING] YES, SIR, AND ONE OTHER THING, TRUSTEE JOHNSON.

WE DO HAVE COMMERCIALS ON RADIO STATIONS LIKE LOCAL RADIO STATIONS AS WELL.

I'M BEHIND ON MY RADIO. [CHUCKLING] I'VE BEEN IN THE PULPIT.

SO WE JUST WENT BACK TO OUR CONGREGATION.

SO I'VE BEEN DOING A LOT OF MINISTRY WORK, BUT ALTHOUGH I HAVE NOT SEEN IT, I'M PRETTY SURE I WILL CATCH UP TO IT.

I KNOW WE'RE DOING SOMETHING AT ELISHA M.

PEASE AND SPEAKING WITH DR.

LUSK SOMETIME AGO WITH CHIEF RIDDICK WHEN HE WAS HERE, AS WE DID THE MERGER WITH THE NEW ALBERT BLACK STEAM SCHOOL, ELISHA M.

PEASE IS SUPPOSED TO BE SOMETHING FOR OUR BLACK AND BROWN PARENTS THAT CAN'T AFFORD DAYCARE WITH PRE-K.

SO THAT'S GOING TO BE VERY, VERY IMPORTANT FOR US TO COMPLETE THAT PROJECT.

SO I'M LOOKING FORWARD TO SITING WITH THE ADMINISTRATION CONCERNING THAT BECAUSE WE MADE THAT PROMISE TO OUR COMMUNITY, AND I WANT TO MAKE SURE THAT IS DONE, AND I THINK THAT'S GOING TO BE A SUCCESSFUL SCHOOL IF WE PUT THE CORRECT RESOURCES IN THAT PARTICULAR LOCATION. SO THANK YOU FOR THAT.

CONCERNING THE AFRICAN-AMERICAN STUDENTS.

I DON'T HAVE A QUESTION; I HAVE A STATEMENT.

BEFORE I WAS ELECTED TO THIS BOARD, AND SITTING IN THE AUDIENCE, AND ACTUALLY ORGANIZING IN THE COMMUNITY.

WE'VE BEEN HEARING THE SAME THING CONCERNING AFRICAN-AMERICAN STUDENTS, WHICH IS WE'RE AT THE BOTTOM OF THE LIST AND WE'RE TRYING TO GET THIS AND WE'RE MOVING THIS AND WE'RE MOVING THAT, BUT EVEN THOUGH WE'RE BEING MOVED, WE'RE STILL AT THE BOTTOM.

SO I'M NOT IMPRESSED WHEN IT COMES TO AFRICAN-AMERICAN STUDENTS, AND AS AN AFRICAN-AMERICAN MAN, I'M TIRED OF BLACK KIDS BEING AT THE BOTTOM OF THE LIST.

SO, I'VE ATTENDED A FEW OF BLACK EDUCATORS EVENTS SINCE WE LAST MET, AND IT APPEARS THAT WE'RE MAKING IT HARDER THAN WHAT IT REALLY IS. SO I WOULD LIKE TO SIT DOWN WITH YOU, DR.

HINOJOSA, WITH SOME BLACK EDUCATORS, AND SOME BLACK PASTORS , AND REALLY COME UP WITH A REAL STRATEGY TO MOVE THIS, BECAUSE I'M NOT IMPRESSED WITH BEING AT THE BOTTOM OF THE LIST.

I'VE BEEN HEARING THIS FOR ALMOST OVER A DECADE NOW, AND IT'S NOT GETTING ANY BETTER, AND TO SAY WE'RE MOVING, BUT WE'RE NOT AS LONG AS WE'VE BEEN SAYING WE'RE MOVING, AND I UNDERSTAND THAT THE PANDEMIC HAS REALLY HURT EVERY CHILD, ESPECIALLY WHEN YOU'RE LOOKING AT OUR BABIES, RIGHT, BUT THIS IS PRE-PANDEMIC.

SO WE REALLY CAN'T BLAME THIS ON THE PANDEMIC, ALTHOUGH IT DID TAKE A REAL TOLL ON US OVERALL, AND I THINK THIS IS NOT JUST THE DALLAS ISD ISSUE CONCERNING AFRICAN-AMERICAN STUDENTS. I THINK THIS IS AN IN AMERICA, BUT I CAN'T CONTROL WHAT'S IN AMERICA.

I DO HAVE A VOICE IN THE CITY OF DALLAS AS A TRUSTEE, AND SO I'M NOT IMPRESSED, AND THE ONLY THING I CAN SAY THAT WE'RE REALLY NOT TAKING IT AS SERIOUSLY AS WE'RE SAYING.

DATA SAYS ONE THING, BUT REALITY SAYS ANOTHER, AND WHEN LOOKING AT THE REALITY OF IT, I DON'T BELIEVE WE'RE DOING EVERYTHING WE NEED TO DO TO PUSH THE AFRICAN-AMERICAN STUDENTS , AND I WANT THAT TO CHANGE, AND I'LL BE VERY VOCAL ABOUT THAT.

I NEED THAT TO CHANGE, AND SO I'M WILLING TO DO WHATEVER WE NEED TO DO.

MEETINGS, MEETING WITH OUR FORMER AFRICAN-AMERICAN EDUCATORS, THOSE THAT'S BEEN SUCCESSFUL, THAT KNOWS HOW TO MOVE THE BLACK CHILD, AND GET THAT GOING SO WE CAN SEE TREMENDOUS GROWTH, NOT LITTLE BITTY GROWTH, AND OVER ALL THE YEARS AND THEN WE'RE STILL AT THE BOTTOM. THAT'S NOT IMPRESSIVE.

I WOULD LIKE TO MEET WITH YOU, DR.

HINOJOSA, SO WE CAN GET THAT GOING AND GO FORWARD WITH THAT.

THANK YOU. THANK YOU.

TRUSTEE HENRY. THANK YOU, TRUSTEE FLORES.

SO WHAT I WANT TO GO BACK TO, YOU MENTIONED THREE THINGS BUT I MISSED THE SECOND ONE YOU WERE TALKING ABOUT YOU ALL WERE LOOKING AT THE MOST SUCCESSFUL PROGRAMS, AND THEN THERE'S THE SECOND PIECE AND THEN WHERE TO ALLOCATE.

WHAT WAS THE SECOND ONE? WHAT RESEARCH IS TELLING US IS MOST EFFECTIVE.

SO I THINK IT'S GOOD THAT THIS IS A CONVERSATION THAT WE HAVE ALONGSIDE THE BUDGET AND HOPEFULLY WE HAVE THE BUDGET WORKSHOP BECAUSE IT'S THE SAME CONVERSATION IF WE'RE TALKING ABOUT THESE ISSUES [INAUDIBLE] TERRIBLE, JUST TO QUOTE TRUSTEE MARSHALL.

AS A BOARD, WHAT I THINK WAS IN MY CONTROL WHEN WE APPROVED THE BUDGET, I WOULD LIKE TO SEE HOW WE'RE ADDRESSING THESE THINGS FROM A BUDGET PERSPECTIVE, BUT YOU DON'T WANT TO

[00:35:01]

JUST SPEND MONEY. SO I'M REALLY CURIOUS TO KNOW, LIKE, WHAT ARE THOSE MOST SUCCESSFUL PROGRAMS? I SEE A LIST.

THE LIST DOESN'T REALLY KIND OF DESIGNATE WHAT'S MORE SUCCESSFUL OR LESS SUCCESSFUL, AND YOU ANSWERED TRUSTEE GARCIA'S QUESTION ABOUT THE READING INTERVENTION, BUT I'D REALLY LIKE ANALYSIS.

EVEN THE EXTENDED SCHOOL YEAR, WHAT HAVE WE TRIED TO IMPLEMENT AND HOW EFFECTIVE HAS IT BEEN? THAT CAN BE KIND OF A SPREADSHEET FOR THE TRUSTEES AND I'M REALLY CURIOUS LIKE HOW YOU PARSE THAT IF THE READING INTERVENTION IS SHOWING SIGNIFICANT GAINS AS COMPARED TO OTHER, HOW DO WE KNOW THAT? HOW DO WE KNOW? I MEAN, IT'S NOT A SCIENCE EXPERIMENT WE'RE NOT ISOLATING ALL THE HOW DO WE KNOW WHAT'S WORKING AND WHAT'S NOT WORKING BEFORE WE APPROVE THIS BUDGET? SO FROM MY PERSPECTIVE IN IMPROVING A BUDGET AND LOOKING AT A BUDGET, I REALLY WOULD LIKE TO FIND MORE ANSWERS TO THAT.

THE SECOND PIECE, WHAT IS SUCCESSFUL? WHAT DOES THE RESEARCH TELL US? I HAVE MY OWN NON PHD DOCTORATE IDEAS ON THAT.

WHAT IS SUCCESSFUL IN PARTICULAR WITH READING? WHAT DOES THE RESEARCH TELL US? SO DEFINITELY THE WORK THAT'S ALREADY UNDERWAY AND THINGS LIKE THE READING ACADEMIES, WE NEED TEACHERS WHO UNDERSTAND THE SCIENCE OF READING TO MAKE SURE THAT WHEN THEY ARE TEACHING, THEY'RE BUILDING THOSE FOUNDATIONAL SKILLS.

THAT IS VERY CLEARLY RESEARCH BASED.

WE ALSO KNOW, PARTICULARLY WHEN WE START TALKING ABOUT DIFFERENT POPULATIONS OF STUDENTS THAT, FOR EXAMPLE, WORK THAT INCLUDES WRAPAROUND SUPPORTS AND MORE FAMILY ENGAGEMENT CAN BE VERY EFFECTIVE WITH AFRICAN-AMERICAN STUDENTS, AND I THINK THAT WE SEE EVIDENCE OF THAT IN THINGS LIKE THE READ-A-THONS THAT THE RACIAL EQUITY OFFICE SPONSORS AND SUPPORTS.

SO YOU'RE TALKING ABOUT ENGAGEMENT WITHIN THE COMMUNITY AND FAMILY [INAUDIBLE].

WHEN WE LOOK AT THIS LIST I DON'T THINK I SEE A LOT OF THAT.

FROM MY PERSPECTIVE, AND AS A PARENT, WHAT'S BOTHERED ME THE MOST ABOUT THE PANDEMIC OUTSIDE OF ACADEMICS, [INAUDIBLE] THING IS THAT I HAVEN'T BEEN TO MY SON'S SCHOOL.

THEY HAVE A FIELD DAY THIS FRIDAY; IT'LL BE THE FIRST TIME I GO TO THIS CAMPUS, AND HE'S A KINDERGARTEN. TWO YEARS.

SO THERE'S PLENTY OF PARENTS, COMMUNITY MEMBERS, CHURCHES, NONPROFITS THAT ARE READY AND WAITING TO BE A PART OF THEIR OWN KID'S LIFE OR OTHER KIDS' LIVES.

SO I DON'T SEE THAT IN HERE, BUT STRATEGIES TO GET REALLY INTENTIONAL INCLUDING COMMUNICATING THIS MESSAGE THAT WE HAVE, AND [INAUDIBLE] FOR THE BLACK COMMUNITY JUST FOCUS ON BLACK KIDS REAL QUICK, 24.5 LIKE YEAH, THAT'S A BLACK THAT'S A CITY ISSUE.

THAT'S SOMETHING THAT EVERYONE IN THE CITY SHOULD BE VERY AWARE OF.

HOW FAR BEHIND OUR BLACK KIDS NOT TO MINIMIZE WHO THEY ARE OR THEIR EXPERIENCE, BUT TO CREATE SOME URGENCY ONTO WHAT WE NEED TO BE DOING AS A CITY.

YOU CAN CONTINUE WITH THE RESEARCH, BUT IF RESEARCH SAYS IT'S FAMILY ENGAGEMENT, THEN CAN WE START SEEING A REFLECTION OF WHAT WE'RE DOING NOW TO BRING PEOPLE BACK IN TO THE SCHOOLS, TO SUPPORT THE KIDS AND EVEN INTENTIONALITY, THAT THIRD PIECE YOU HAD [INAUDIBLE] WE'RE BRINGING THEM, WHERE ARE WE BRINGING THEM IN? DOES LAKEWOOD HAVE FOUR AFTERSCHOOL PROGRAMS AND THE OTHER SCHOOL DOESN'T? WHERE ARE WE BRINGING IN THESE RESOURCES? I CUT YOU OFF. DID YOU HAVE OTHER STUFF FOR RESEARCH? I HAVE A TON OF QUESTIONS I'M GOING TO GO OVER.

NO, NO, I HEAR YOUR POINT.

LEAR IS ALREADY REFERENCED MAKING SURE THAT WE'VE GOT HIGHLY SKILLED TEACHERS WORKING WITH OUR STUDENTS WHO HAVE THE HIGHEST NEEDS AND SO MAKING SURE THAT ALL OF THE WORK THAT WE'RE DOING TO GET PROFICIENT ONE AND HIGHER TEACHERS IN OUR SCHOOLS WHERE STUDENTS ARE FURTHEST BEHIND CERTAINLY IS DEFINITELY RESEARCH BASED.

TALKED A LITTLE BIT ABOUT THE FAMILY AND COMMUNITY ENGAGEMENT TO MAKE SURE THAT WE'RE DOING IT. THE CONNECTION BETWEEN MENTAL HEALTH AND LEARNING, I THINK IS REALLY IMPORTANT.

ALSO, LOOKING AT THE CONNECTION BETWEEN ATTENDANCE--I'M HEARING MENTAL HEALTH, CAN I EXPECT AS A TRUSTEE THAT WE'RE GOING TO SEE ADDITIONAL RESOURCES TO SPECIFIC CAMPUSES THAT DIRECTLY ADDRESS THAT? MM HMM.

TRUSTEE HENRY, WE ARE CURRENTLY I MEAN, I WANT TO SAY THAT STAFF, WE HAVE THE SAME THOUGHTS AND FEELINGS ABOUT THE DATA.

WE'RE NOT HAPPY ABOUT IT AND WE RECOGNIZE THAT ACROSS THE BOARD WE NEED TO DO THINGS DIFFERENTLY, BUT ESPECIALLY FOR OUR AFRICAN-AMERICAN STUDENTS, WE DEFINITELY NEED TO ALLOCATE RESOURCES IN ORDER TO GET SIGNIFICANT GAINS, AND SO WHEN WE BRING THE BUDGET THE BUDGET WORKSHOP, YOU'LL SEE SIGNIFICANT DOLLARS IN ALLOCATION OF RESOURCES TO GO SPECIFICALLY FOR OUR AFRICAN-AMERICAN STUDENTS WHERE THERE'S A DISPARITY WITH ACHIEVEMENT, WILL WE SEE STUFF AND MAYBE NOT CLASS SIZE, [INAUDIBLE] USE CLASS SIZE BUT ADULT TEACHER AND STRUCTURE TO CHILD.

I DON'T CARE IF IT'S A TEACHER OR MAYBE YOU ALL CARE, BUT MORE ADULTS PER KID.

[00:40:03]

YES, THAT IS DEFINITELY ONE OF THE OPTIONS.

BACK TO TRUSTEE MARSHALL POINT ABOUT THE UNASSIGNED FUND IS AT LEAST 600 MILLION [INAUDIBLE] I MEAN HE SAID RAINY DAY I THINK HE WOULD AGREE LIKE THIS IS A THUNDERSTORM.

THIS IS AN THE ONLY OPPORTUNITY WE HAVE TO ADDRESS WHAT THESE KIDS HAVE LOST.

THEY'RE NOT GOING TO GET ANOTHER CHANCE TO HAVE THIS, ESPECIALLY THE KINDERGARTNERS, THE FIRST GRADERS, THE SECOND GRADERS, THE THIRD GRADERS.

AS A BOARD PERSPECTIVE I'M ALL FOR ATTACKING THIS AGGRESSIVELY , AND [INAUDIBLE] OKAY.

I DON'T NEED YOU TO ANSWER THIS, BUT YOU CITED BETWEEN 15 AND 19 WE GAINED TEN POINTS IN THIRD GRADE READING. WE'D HAVE TO DOUBLE THAT TO MEET THE CURRENT GOALS THAT WE HAVE.

I'M ASSUMING WE LOOKED AT WHAT HAPPENED IN 15 AND 19 AND ALSO PULLED BEST PRACTICES OUT OF THAT IS NOT 24 POINTS GAINS, BUT 12 POINTS IS SIGNIFICANT.

IF NOT, WE CAN TALK OFFLINE, BUT I WOULD LIKE TO MAKE SURE WE'RE LOOKING AT THAT STUFF, AND THIS IS JUST KIND OF WORDSMITHING A BIT, AND I GET THE REASON WHY WE'RE COMPARING OURSELVES TO THE NATION AND THE STATE, BUT AT SOME POINT, I THINK WE NEED TO PUT BLINDERS ON. MY DAUGHTER PLAYS SOCCER.

SHAMELESS PLUG.

THEY BEAT A TEAM FOUR TO TWO.

THE OTHER TEAM POSTED ON SOCIAL MEDIA EXCITED BECAUSE THE LAST TIME WE PLAYED THEM WAS TEN ZERO--FOR CLOSING THE GAP.

THE FUNDAMENTAL ISSUE WITH THAT IS THEY'RE NOT FOCUSING ON WHAT THEIR PERFORMANCE WAS, WHERE THEIR GROWTH POINTS ARE.

EVERYTHING THAT DEFINES WHO THEY ARE IS BASED ON WHAT SOMEONE ELSE IS DOING.

I DON'T THINK WE SHOULD DO THAT AT THIS POINT.

MAYBE IN GOOD TIMES WE SHOULD BUT IN THE MOMENT LIKE THIS, I FEEL LIKE WE NEED TO STEP IN THE FRONT AND TAKE LEADERSHIP AND I DON'T CARE WHAT'S HAPPENING IN THE NATION, AND IF THEY'RE DROPPING FASTER THAN US OR SLOWER THAN US, WE NEED TO FOCUS ON OUR GOALS.

SO I GET THE MESSAGING AND SAYING WE'RE LOSING GROUND AT A SLOWER RATE THAN THE NATION, BUT I WOULD NEVER EXPLAIN THAT TO MY CHILD LIKE THAT.

THAT WOULD NOT BE AN INTERNAL CONVERSATION.

I THINK IT LACKS A BIT OF ACCOUNTABILITY.

WE'VE LED IN SO MANY AREAS, INCLUDING THAT 15 TO 19, THE STATE WAS TRYING TO REPLICATE EVERYTHING WE WERE DOING, WELL LET'S DO IT AGAIN, AND THEY CAN LOOK AT US AND BE SHOCKED AT WHY WE'RE NOT LOSING GROUND AND WHY THEY ARE LOSING GROUND, ETC..

SO I KNOW THAT'S TOUGH AND IT'S POSSIBLE, BUT I JUST I HOPE THERE'S NOT MUCH ENERGY WORRYING ABOUT WHAT OTHER PEOPLE ARE DOING.

I TALKED ABOUT, I REALLY WOULD LIKE TO SEE A STRATEGY AND WHERE WE'RE GETTING MEASURABLE IMPACT. THAT'S KIND OF MY NOTES OF THIS WHOLE PRESENTATION.

HOW DO WE KNOW WHAT'S WORKING AND WHAT'S NOT WORKING AND HOW DO WE KNOW IT'S THAT SPECIFIC THING AND NOT SOME COMBINATION OF THINGS? WE ARE DOING A LOT IN PARALLEL.

LEARNING CENTERS, I THINK GOING BACK TO TRUSTEE JOHNSON AND STUFF THAT WAS VERY SUCCESSFUL FOR BLACK KIDS, LEARNING CENTERS WERE.

UNLESS SOMEONE CAN SHOW ME OTHERWISE, FROM MY FULL UNDERSTANDING, THEY ARE REALLY SUCCESSFUL FOR BLACK KIDS.

I THINK THAT'S ALL THE COMMENTS.

WHAT DOES THE ACRONYM MTSS MEAN? MULTI-TIERED SYSTEMS OF SUPPORT, AND SO IT'S LOOKING AT THE LEARNING NEEDS OF STUDENTS AND TRYING TO ADDRESS THEM THROUGH MULTIPLE WAYS.

OKAY, AND THEN ROLLING OUT THIS INSTRUCTIONAL MATERIALS AMPLIFY.

WHY ARE WE? WHAT IS IT? WHAT IS IT INTENDED TO DO? WHY DOES IT GET ITS OWN BULLET POINT? TRUSTEE HENRY, THANK YOU FOR THAT QUESTION.

I'VE BEEN SENDING OUT A COUPLE OF BOARD UPDATES OVER TIME REGARDING THE STAAR REDESIGN AND THE SUPPORT OF HIGH QUALITY INSTRUCTIONAL MATERIALS AS RECOMMENDED BY THE STATE.

AMPLIFY AND EUREKA ARE TWO OF THOSE MATERIALS THAT HAVE RESEARCH BASED TO SHOW THAT THEY CAN ACCELERATE STUDENT LEARNING.

SO THAT'S WHY WE ARE OPTING TO UTILIZE THESE MATERIALS AT SCALE OVER THE NEXT 2 TO 3 YEARS.

WITH THE EXPECTATION THAT IT IMPROVES STAAR? THAT'S CORRECT, WELL, THAT IT IMPROVES STUDENT LEARNING ALTOGETHER.

THESE MATERIALS ACTUALLY FUNCTION ON WHAT'S CALLED A KNOWLEDGE BASE.

SO THEY'RE GOING TO FOCUS ON INCREASED READING COMPREHENSION, INCREASED FOUNDATIONAL LITERACY SKILLS, ALL OF THE THINGS THAT WE NEED, THESE MATERIALS ARE ALIGNED TO THOSE NEEDS.

SO I THINK A SECONDARY CONSEQUENCE OF USING THEM WILL BE INCREASED STAAR SCORES, BUT I THINK THE PRIMARY FOCUS FOR US IS INCREASED READING SKILLS AND INCREASED MATH SKILLS.

[00:45:03]

PROBABLY STARTING [INAUDIBLE], WE'RE LAUNCHING TUTORING 2.0.

DID WE EVER GET A BREAKDOWN OF TUTORING 1.0? WE WILL HAVE THAT FOR YOU TODAY.

I DIDN'T MISS IT. I'M OVER MY TIME.

THANK YOU.

YOU CAN CUT ME OFF. ALL RIGHT, SO WE'LL MOVE ON TO TRUSTEE CARREÓN, THEN MICCHICHE, THEN MACKEY. THANK YOU, TRUSTEE FLORES.

I'LL START WITH SOMETHING POSITIVE, SINCE DR.

HILL WAS UP HERE EARLIER, I JUST WANT TO SAY WHAT AN AMAZING JOB THE EARLY EDUCATION TEAM HAS DONE IN CANVASING THE NEIGHBORHOOD.

THAT'S MY FAVORITE PART.

LIKE, LITERALLY TEAMS ON THE GROUND KNOCKING ON DOORS, TALKING TO PEOPLE, AND I LOVE IT, AND YOU CAN EXPECT ME IN THE CLIFFORD--YES, YES.

[CHUCKLING] YEAH, FOR SURE.

GET THE CLIFFORD SUIT READY.

GET THE CLIFFORD SUIT READY BECAUSE I CAN'T WAIT TO JUMP IN IT AGAIN AND HAVE FUN OUT THERE WITH THE COMMUNITY AND SIGN UP SOME KIDS FROM PRE-K.

THAT'S PRETTY COOL STUFF.

NOT AS FUN IS THE DATA THAT WAS PRESENTED TO US HERE, AND I JUST ECHO I JUST WANT A SECOND WHAT TRUSTEE MARSHALL SAID.

I MEAN, THIS IS TRAGIC DATA, AND I WON'T BELABOR THAT POINT.

I JUST WANT TO SECOND BOTH WHAT TRUSTEE HENRY SAID AND TRUSTEE MARSHALL SAID THAT THIS IS A RAINY DAY, AND AGAIN, FIND THE BEST IDEAS, BRING THEM FORWARD.

I THINK FROM THIS TRUSTEE, I THINK I THINK I AGREE WITH TRUSTEE MARSHALL THAT I CAN'T IMAGINE A MEMBER OF THIS BOARD THAT WOULDN'T WANT TO DO EVERYTHING THAT WE CAN DO AND FUND THINGS THAT MAKE SENSE TO GET BACK TO THE GROWTH THAT WE WERE SEEING FOR OUR KIDS.

JUST SAY IT THAT WAY.

I DO HAVE SOME QUESTIONS.

FIRST, I MEAN, SOMEONE JUST WALK ME THROUGH THE INTERVENTION PERIODS AND WHAT THAT LOOKS LIKE AT A SCHOOL, AND I'M GUESSING THIS REFERENCES THE MTSS INTERVENTIONISTS.

SO PART OF IT DOES REFERENCE MTSS INTERVENTIONS WHERE THE TRAINED INTERVENTIONIST IS ABLE TO WORK WITH STUDENTS DURING THE SCHOOL DAY.

SO IT'S SUPPLEMENTARY TO THEIR CORE INSTRUCTION.

SO THEY GET THEIR CORE READING WITH THEIR CLASSROOM TEACHER AND THEIR PEERS AND IN SMALL GROUP INSTRUCTION THERE, AND THEN OUR READING INTERVENTIONISTS COME IN AND HAVE A SEPARATE TIME AVAILABLE DURING THE SCHOOL DAY.

SO IT NEGATES BEFORE AFTER SCHOOL STRUGGLES THAT WE MIGHT HAVE.

IN ADDITION TO THAT, WE'VE BEEN WORKING WITH CHIEF HEWITT ON ACTUAL MASTER SCHEDULE PLANNING FOR THE UPCOMING YEAR TO ADDRESS POTENTIALLY ADDING A CLASS PERIOD FOR STUDENTS FOR LIKE A READING INTERVENTION PERIOD SO THEY WOULD GET THEIR CORE ENGLISH CLASS AND THEN THEY MIGHT HAVE BACKED UP INTO IT, A READING CLASS THAT WOULD HELP PROVIDE THOSE INTERVENTION AND TUTORING HOURS THAT THEY WOULD NEED DURING THE SCHOOL DAY BY THE CLASSROOM TEACHER WHO KNOWS THEM THE BEST.

OKAY, SO CAN EVERY STUDENT ANTICIPATE AN INTERVENTION PERIOD? IT'S POSSIBLE, WE ARE GOING TO TARGET THE STUDENTS THAT ARE OBVIOUSLY REQUIRED TO HAVE THOSE HOURS, BUT WE WILL DEFINITELY LOOK TO PROVIDE WHICHEVER STUDENT NEEDS THE OPPORTUNITY, WHETHER IT'S DURING THE DAY BEFORE SCHOOL, AFTER SCHOOL, SATURDAY, WHATEVER WE NEED TO DO, BUT THAT CLASS PERIOD IS AN OPTION THAT PRINCIPALS CAN EXERCISE.

IT'S JUST A MATTER OF PLANNING THAT INTO THEIR SCHOOL DAY.

JUST REAL QUICK, YES, WE'VE ASKED PRINCIPALS TO GO AHEAD AND PLAN FOR THE INTERVENTION PERIODS BASED ON THEIR STUDENT NEEDS, AND SO TO ANSWER THE QUESTION, CAN EVERY STUDENT ANTICIPATE IT? YES, IF THERE'S A NEED FOR THAT STUDENT.

OKAY. WE LOST OUR QUORUM.

SO AT 3:30 ON TIME.

SO WE'LL WAIT TILL WE HIT QUORUM AGAIN.

UNFORTUNATELY, OUR ONLINE QUORUM DOESN'T COUNT.

WE HAVE TO HAVE FIVE IN THE ROOM.

[00:51:02]

OKAY, WE'RE BACK, RIGHT? OKAY, COOL. IT SAYS ADDING INTERVENTION PERIODS TO ALL SCHOOLS.

I READ THAT FOR SOME REASON AS SUGGESTING THAT WE ALREADY HAVE SOME SCHOOLS THAT HAVE INTERVENTION PERIODS. THAT'S CORRECT.

YOU DON'T HAVE TO RATTLE THEM OFF TO ME RIGHT HERE, BUT CAN WE GET A LIST OF WHERE THOSE SCHOOLS ARE? I'D APPRECIATE THAT.

YES, WE CAN DEFINITELY SEND THAT TO YOU, AND THEN I WANTED TO ASK A QUESTION AROUND THE SCALING MENTAL HEALTH CONDITIONS.

WE DID SOME SIGNIFICANT SCALING THIS YEAR, AS WAS MY UNDERSTANDING.

WHERE DID WE START OFF AT THE END OF LAST YEAR? BASICALLY HOW MANY MENTAL HEALTH CLINICIANS DID WE ADD THIS YEAR? I THINK I HAVE SHERRY CHRISTIAN IN THE OTHER ROOM.

SHE COULD PROBABLY GIVE MORE PRECISE ANSWER.

WE HAVE 52 THIS YEAR, AND AS FAR AS ADDING FOR THIS YEAR, I THINK WE WE STARTED WITH 52.

THAT WAS OUR BASE, AND THEN WE'RE ASKING FOR ADDITIONAL FOR NEXT YEAR.

SO DID WE HAVE [INAUDIBLE]? OKAY. SHERRY'S COMING.

OKAY. HOPE SHE WALKS IN HERE ANY SECOND.

[INAUDIBLE]. WELL, I MEAN, MY QUESTIONS ALL KIND OF SPEAK TO THAT.

HERE SHE IS.

HELLO.

HELLO. I WAS ASKING QUESTIONS AROUND OUR MENTAL HEALTH CLINICIANS AND THE POTENTIAL OR THE PLAN TO SCALE THEM AND THE NEXT ACADEMIC YEAR, BUT I WAS ALSO UNDER THE IMPRESSION THAT WE'VE SCALED THEM THIS YEAR FROM THE YEAR PRIOR.

SO I GUESS I WONDER HOW MANY MENTAL HEALTH CLINICIANS THAT WE ADD THIS YEAR? SO WE'VE BEEN ADDING CLINICIANS THE LAST COUPLE OF YEARS.

SO THIS PAST YEAR WE ADDED ABOUT 35 AND SO WE'RE JUST CONSTANTLY REDUCING THE NUMBER OF SCHOOLS THAT EACH CLINICIAN HAS AND WE ARE ACTUALLY WORKING ON A NEW PLAN FOR NEXT YEAR TO GET MORE CLINICIANS INTO THE CAMPUSES ON A LONGER BASIS, AND THEN I THINK TRUSTEE GARCIA ASKED ABOUT THE 2022-23 SCHOOL YEAR AND HOW MANY MENTAL HEALTH CLINICIANS WE ANTICIPATE TO ADD NEXT YEAR.

I THINK IT WAS MENTIONED MAYBE ROUGHLY AROUND 40, MAYBE SO CAN YOU CONFIRM? IS THAT WHAT IT IS? YES, BECAUSE WHAT WE WOULD LIKE TO DO FOR NEXT YEAR IS HAVE AT EVERY HIGH SCHOOL A FULL TIME CLINICIAN, AND THEN IN THE FEEDER PATTERNS, THE TWO MIDDLE SCHOOLS WOULD SHARE A CLINICIAN, AND THEN AT THE ELEMENTARY SCHOOL, WE'D LIKE TO GET TO A 3 TO 1 SO THAT LIKE EVERY THREE ELEMENTARY SCHOOLS WOULD SHARE A CLINICIAN AND THAT PLAN YOU JUST OUTLINED AND SHARE WITH ME IS THAT BASED OFF OF SOME OF THE NATIONAL ORGANIZATIONS IN THIS SPACE SPEAKING TO RECOMMENDING THAT OR I GUESS I'LL LET YOU ANSWER THAT QUESTION FIRST AND HAVE A FOLLOW UP. SO THE SIZE IS ONE OF THE FACTORS, AND OUR HIGH SCHOOLS ARE REALLY LARGE. SO HAVING A FULL TIME CLINICIAN WORKS REALLY WELL FOR US BECAUSE WE HAVE A PERSON THERE ON A FULL TIME BASIS.

IN ADDITION, AT OUR MIDDLE SCHOOLS AND HIGH SCHOOLS, THAT'S WHERE WE SEE MORE OF THE ANGER MANAGEMENT, THE CONFLICTS, FIGHTING, THINGS LIKE THAT.

SO IF WE HAVE A PERSON THERE FULL TIME, THEY CAN ASSIST WITH THOSE TYPES OF ISSUES.

[00:55:04]

AT THE ELEMENTARY SCHOOLS, THE REASON WE WERE LOOKING AT DOING A SHARING TYPE IS, AGAIN, BECAUSE THEY'RE SMALLER.

PLUS, THE COUNSELORS AT THE ELEMENTARY SCHOOLS USUALLY HAVE A LITTLE BIT MORE TIME TO WORK ON SOME OF THE ISSUES.

SO WE WOULDN'T NECESSARILY HAVE TO HAVE SOMEONE THERE FULL TIME BECAUSE THE COUNSELORS CAN DO SOME OF THOSE THINGS BECAUSE THEY DON'T DO A LOT OF THE CREDITS AND THE SCHEDULING AND THINGS LIKE THAT AT THE ELEMENTARY SCHOOL.

OKAY, I THINK THAT ANSWERED MY QUESTION.

LET ME SEE. I THINK THAT'S ALL I HAVE.

THANK YOU, EVERYONE. THANK YOU. TRUSTEE MICCICHE.

THANK YOU, MR. CHAIR.

WELL, LET ME PICK UP WITH THE QUESTION ABOUT CLINICIANS.

AS I RECALL IN AUGUST 2020, WE ADDED SOMETHING LIKE 59 CLINICIANS, AND I WOULD LIKE TO JUST AMPLIFY THE REQUEST THAT TRUSTEE CARREÓN HAD MADE ABOUT JUST WHAT OUR NUMBERS ARE AND WHAT THE HISTORICAL NUMBERS ARE BECAUSE IN AUGUST OF 2020, WHEN WE ANNOUNCED THE ADDITION OF ALL OF THESE NEW CLINICIANS, I THINK THE BOARD WAS FULLY SUPPORTIVE OF IT AND ENTHUSIASTICALLY IN SUPPORT OF IT, BUT I'M JUST A LITTLE CONCERNED THAT I DON'T REALLY KNOW WHAT THE NUMBERS ARE AT THIS POINT. IN THE EARLIER PARTS OF THIS DISCUSSION, I THOUGHT OUR BASE I THOUGHT I HEARD THAT OUR BASELINE WAS WAS SOMETHING IN THE RANGE OF 53.

WHEN WE WERE ADDING THE 59, I THOUGHT WE WERE DOUBLING THE NUMBER.

SO I'M JUST A LITTLE BIT LOST AS TO WHAT OUR ACTUAL STAFFING IS IN THIS AREA.

I'M VERY MUCH SUPPORTIVE OF INCREASING STAFFING HERE TO MEET THE NEEDS THAT WE HAVE.

OBVIOUSLY, THE PANDEMIC HAS TAKEN A BIG TOLL ON THE HEALTH AND SOCIAL EMOTIONAL HEALTH OF OUR STUDENTS THAT WE NEED TO PROVIDE THOSE SUPPORTS, BUT CAN SOMEBODY TELL ME WHAT WHAT OUR CURRENT STAFFING IS AND WHAT OUR ANTICIPATED STAFFING WILL BE ON THIS POINT? SO, TRUSTEE MICCICHE, THIS IS SHERRY.

SO LET ME DO THIS.

LET ME GET YOU ALL THIS AFTERNOON, A BREAKDOWN OF HOW THE STAFFING IS LAID OUT, AND REMEMBER THAT WE HAVE TWO SIDES TO OUR MENTAL HEALTH WORK.

WE HAVE OUR SCHOOL BASED CLINICIANS, AND THEN WE ALSO HAVE OUR CLINIC CLINICIANS AT OUR YOUTH AND FAMILY CENTERS, AND SO SOME OF THOSE POSITIONS THAT WE'VE ADDED IN THE PAST WERE IN OUR YOUTH AND FAMILY CENTERS BECAUSE WE HAD WAITING LISTS IN THAT WORK.

SO WE'VE ADDED STAFF THERE AS WELL TO TRY TO WORK TOWARD REDUCING THOSE WAITLISTS, BUT YES, I CAN SEND YOU A BREAKDOWN TODAY OF OUR TOTAL STAFF AND HOW THEY'RE ASSIGNED, WHETHER THEY'RE IN CAMPUSES OR IF THEY'RE AT OUR CLINICS.

CAN YOU TELL ME AT THIS POINT WHAT OUR TOTAL NUMBER IS? I WOULD GUESSING BECAUSE I DON'T HAVE THE TOTAL NUMBER IN MY HEAD RIGHT NOW BETWEEN THE TWO, BUT LET ME GET THAT FOR YOU.

OKAY, LIKE I SAID, I'M JUST CONFUSED.

WE SEEM TO BE ADDING, BUT I DON'T I DON'T FOLLOW WHAT THE NUMBERS ARE.

SO IT WOULD BE HELPFUL TO HAVE THAT BREAKDOWN.

YES, I WILL GET THAT FOR YOU.

OKAY, SO LIKE EVERYONE ELSE WHO HAS SPOKEN, I'M VERY DEPRESSED OVER THE GAINS, THE LOSSES THAT WE'VE HAD IN LEARNING, AND THEY WERE NOT UNEXPECTED, BUT THEY ARE THEY ARE DEPRESSING AND FULLY SUPPORT DOING WHAT WE NEED TO DO IN THE WAY OF PUTTING RESOURCES BEHIND SUPPORTS TO ACCELERATE THE CATCHING UP IN THIS AREA.

I WANTED TO GO BACK TO THE SLIDE.

I THINK IT'S SLIDE SIX, AND IN PARTICULAR, TRY TO UNDERSTAND WHAT WE THINK ARE TARGETS NEED TO BE AT THIS POINT.

CAN SOMEBODY RESPOND TO THAT? SO THANK YOU FOR THAT QUESTION.

[01:00:02]

I DO WANT TO NAME YOU KNOW, WHEN WE LOOK AT THE ACCELERATION THAT WE SAW PRIOR TO THE PANDEMIC, WE WERE ON AVERAGE ABOUT THREE OR FOUR POINTS A YEAR TO GET THE 12 POINT GAIN IN THAT TIME SPAN.

WHAT I THINK IS REALLY DIFFICULT TO BE ABLE TO PREDICT RIGHT NOW, OBVIOUSLY, WE WENT BACKWARD, NOT FORWARD.

IT'S HARD TO BE ABLE TO PREDICT CAN WE GET BACK TO THE FOUR POINTS IN READING ON AN ANNUAL BASIS OR NOT, GIVEN THAT THE COMPOUNDING FACTORS OF THE MENTAL HEALTH CONCERNS, THE FAMILY STRESS, LIKE THOSE THINGS ARE LAYERED ON TOP OF IT.

LIKE OUR GOAL IS GOING TO CONTINUE TO BE TO ACCELERATE AS QUICKLY AS WE CAN.

WE KNOW IT'S GOING TO TAKE MULTIPLE EFFORTS.

WE ARE REALLY VERY FOCUSED ON USING THE DATA THAT WE HAVE CURRENTLY TO SEE HOW MUCH DID WE GAIN LAST YEAR? CAN WE PROJECT INCREASING THAT THIS YEAR? IF YOU WERE ASKING ME, I THINK IT WILL BE CHALLENGING TO GET THE RATE OF INCREASE THAT WE SAW PRE-PANDEMIC, AT LEAST IN THIS NEXT YEAR.

IF I WOULD INTERJECT HERE, IN ORDER TO BE FAIR TO THE NEXT SUPERINTENDENT, WHOEVER MAY BE, I THINK THAT NEEDS TO PROBABLY NEED TO BE A WORK WORKSHOP AT THE BOARD.

ONCE WE GET FINAL DATA ON ACTUALLY WHERE WE ARE, THE BOARD PROBABLY NEEDS TO BE VERY THOROUGH AND THAT'S PROBABLY ALL YOU NEED TO WORK ON AS YOU LEVEL SET THOSE TARGETS FOR THE NEXT YEAR. SO RIGHT NOW, IT WOULD BE JUST GUESSING UNTIL WE GET THE FINAL DATA IN, BUT I THINK THAT'S GOING TO BE A CRITICAL STEP THAT THIS BOARD AND THE NEXT SUPERINTENDENT NEED TO AGREE TO WHENEVER ALL THAT DATA IS AVAILABLE.

THANK YOU, DR. HINOJOSA.

YEAH, IT'S VERY IMPORTANT THAT WE HAVE REALISTIC GOALS AND THEY NEED TO BE RIGOROUS, BUT THEY DO NEED TO BE REALISTIC.

WE CAN'T JUST MAKE ROSE COLORED GLASSES ASSUMPTIONS.

WE WERE GOING TO DO THAT AND THEN ALL THESE NUMBERS, THAT 2025 NUMBER WOULD BE 100% BUT WE HAVE TO BE REALISTIC, AND IT IS VERY DISCOURAGING, AND ALSO, THIS IS MOSTLY A COMMENT THAT NEEDS TO BE ADDRESSED SEPARATELY, BUT I WILL SAY THAT THE REDUCTION IN OUR LIBRARY SUPPORT OVER THE LAST SEVERAL YEARS, AT THE SAME TIME THAT WE'RE SEEING A NEED TO IMPROVE LITERACY REALLY DOES TROUBLE ME, AND I'D LIKE TO CONTINUE THAT CONVERSATION WITH CHIEF TREJO AND DEPUTY SUPERINTENDENT CORDOVA.

I WANT TO MOVE TO THE NEWCOMER ISSUE, THE NEWCOMER CENTER.

I LIKE, I GUESS OTHERS, THOUGHT THE LOGICAL PLACE FOR IT WOULD BE CONRAD.

IT MAY MAYBE, TJ BUT THERE WAS A REFERENCE TO ANOTHER NEWCOMER CENTER AFTER THE TJ CENTER, AND WHAT IS THE TIMETABLE AND THINKING ALONG THOSE LINES? TRUSTEE MICCICHE, WE WOULD SET THIS UP TO START NEXT SCHOOL YEAR AT THOMAS JEFFERSON AND THEN LOOK OVER THE COURSE OF THE ACADEMIC YEAR TO UNDERSTAND THE IMPACT AND THEN BE ABLE TO DETERMINE WHETHER WE WOULD EXPAND EITHER TO CONRAD OR ANOTHER LOCATION.

BOTH OF THOSE SPECIFIC SCHOOLS ARE A BIT UNIQUE IN THAT THEY CAN FUNCTION SORT OF LIKE A SCHOOL WITHIN A SCHOOL BECAUSE THERE'S ENOUGH CAPACITY OF NEWCOMER STUDENTS JUST TO HOUSE THEM AT THEIR HOME HIGH SCHOOL.

AS WE LOOK INTO THE FUTURE, IF THIS BECOMES A SUCCESSFUL STRATEGY, YOU WOULD HAVE TO PULL STUDENTS FROM ACROSS MULTIPLE SCHOOLS INTO ONE LOCATION.

SO THERE IS DEFINITELY MORE STUDY AT THE DATA LEVEL TO DO, AND THEN BACK TO TRUSTEE GARCIA POINT, EARLIER CONVERSATIONS WITH STUDENTS, PARENTS AND TEACHERS ON THE IMPACT.

IN ADDITION TO THAT, I THINK EVERYONE NEEDS TO BE SMART AND SEE WHAT ELSE HAPPENS.

IF WE HAVE A BIG INFLUX OF STUDENTS FROM THE UKRAINE, WE MAY HAVE TO PIVOT OVERNIGHT TO COME UP WITH A DIFFERENT LANGUAGE FOR THE NEWCOMERS FROM A SOURCE THAT WE PROBABLY DID NOT ANTICIPATE PREVIOUSLY.

ALL RIGHT, AND IS THE OPENING OF TJ ON SCHEDULE FOR NEXT YEAR.

[01:05:01]

IT'S ON A SCHEDULE, NOT MY SCHEDULE, BUT IT'S ON A SCHEDULE.

INITIALLY, THE TARGET WAS OCTOBER, BUT WE WERE TOLD WORST CASE SCENARIO WOULD BE DECEMBER. RIGHT NOW, I'M BEING TOLD IT WILL BE DECEMBER, AND I KEEP GOING BY THERE ONCE A MONTH AND IT LOOKS LIKE IT'S GOING TO BE DECEMBER.

SO WALNUT HILL ELEMENTARY WILL BE MAYBE A FEW MONTHS EARLIER, BUT IT LOOKS LIKE IT'S GOING TO TAKE EVERY BIT OF THE SCHEDULE TO GET EVERYBODY IN, TJ BY THE END OF THE YEAR.

OKAY, WELL, THANK YOU FOR THAT.

I'M IN SUPPORT OF A NEWCOMER CENTER.

THAT'S SOMETHING THAT I THINK THE DISTRICT HAS DONE SUCCESSFULLY IN THE PAST.

WHILE I HAVE A PROVINCIAL PREFERENCE FOR IT TO BE AT CONRAD, I'M GLAD WE'RE DOING IT; I JUST WONDER WHETHER IT MAKES MORE SENSE TO DO IT AT CONRAD, JUST FROM THE TIMING POINT OF VIEW. THAT'S AN OPERATIONAL DECISION FOR THE ADMINISTRATION, BUT IT DOES SEEM THAT IF WE ALL AGREE THAT THIS IS A GOOD IDEA, THAT IT'S KIND OF BEING HELD UP IN THE AIR CONTINGENT ON WHETHER TJ OPENS ON TIME AND IF WE THINK WE SHOULD BE DOING IT SOON.

IT SEEMS THAT YOU COULD DO IT.

YOU COULD CLEARLY DO IT IN AUGUST AT CONRAD, BUT IT IT MAY ROLL INTO 2023 IF YOU DO IT AT TJ. AGAIN, I ADMIT A BIAS THAT I'D LIKE TO SEE IT AT CONRAD, BUT I AM FULLY SUPPORTIVE OF DOING IT AT TJ, JUST SEEMS LIKE WE SHOULD BE MAKING SURE THAT WE CAN WE CAN ACTUALLY DO IT RATHER THAN HAVE IT BE DELAYED A YEAR IF THE OPENING OF TJ--TRUSTEE MICCICHE, WE WILL BE ABLE TO IMPLEMENT THE NEW CENTER REGARDLESS OF THE NEW SPACE BEING OPEN.

SO OPENING THE NEWCOMER CENTER WILL NOT BE CONTINGENT ON THE OPENING OF THE NEW BUILDING.

DAN, YOU'RE OVER TIME.

YOU WANT TO HOLD OFF FOR A SECOND ROUND? YES, THANK YOU. OKAY, TRUSTEE MACKEY.

THANK YOU SO MUCH.

FIRST OF ALL, I JUST WANT TO SAY THANK YOU TO THE ADMINISTRATION FOR BRINGING FORWARD THIS ABSOLUTELY CRITICAL AND IMPORTANT DATA SET TO LOOK AT.

OBVIOUSLY, THE NUMBERS ARE NOT WHERE WE WANT THEM TO BE, BUT I BELIEVE WE CAN'T REALLY ADDRESS THESE UNTIL WE TALK ABOUT IT AND HAVE AN HONEST CONVERSATION ABOUT IT AND I WANT TO THANK MY FELLOW TRUSTEES FOR SPENDING SO MUCH TIME, EFFORT AND ENERGY IN THIS CONVERSATION.

I KNOW EVERYONE IN THIS ROOM IS 100% COMMITTED TO DOING WHAT NEEDS TO BE DONE TO SHOW THE KIND OF GROWTH THAT OUR STUDENTS NEED AND DESERVE.

I JUST HAVE ONE QUICK QUESTION AND THEN JUST WANT TO HIGHLIGHT A FEW THINGS FOR THE NEXT COUPLE OF MONTHS, WHICH I THINK ARE GOING TO BE ABSOLUTELY CRITICAL.

MY QUESTION REVOLVES AROUND THE MENTAL HEALTH COORDINATORS THAT WE SPOKE ABOUT EARLIER.

MY GENERAL QUESTION HERE IS HOW DO THEY WORK IN CONCERT WITH THE SCHOOL COUNSELORS AND WHAT WILL THAT LOOK LIKE GOING FORWARD? MAYBE WE DON'T HAVE FULL DETAILS THERE, BUT I GUESS I'M KIND OF CONFUSED ON WHAT THAT.

COLLABORATION LOOKS LIKE.

OKAY, SO OUR SYSTEM IS A TIERED SYSTEM.

SO A STUDENT WHO COMES IN AND NEEDS MINIMAL SUPPORTS NEEDS TO SPEAK WITH A COUNSELOR AND GET SOME SUPPORTS.

THEY'RE CONSIDERED TIER ONE.

SO, THAT WOULD BE THE COUNSELOR LEVEL.

SO ANYTHING THAT THE COUNSELOR CAN HANDLE AND DEAL WITH, THEY WOULD TAKE CARE OF.

IF IT'S SOMETHING THAT'S ESCALATED THAT THEY NEED ADDITIONAL SUPPORT, THAT'S WHEN THEY WOULD DO A REFERRAL FOR THE MENTAL HEALTH CLINICIAN TO COME IN AND WORK WITH THE STUDENT , AND THEN THERE ARE SOME TIMES WHERE OFTENTIMES WHERE IT'S A FAMILY ISSUE THAT THEY NEED ADDITIONAL SUPPORTS, THAT THE CLINICIAN WOULD NEED TO REFER THEM TO THE YOUTH AND FAMILY CENTER AND THAT WOULD BE CONSIDERED A TIER THREE.

GOT YOU, AND DID I HEAR SOMEONE MENTION THAT ONE OF THE GOALS THAT'S BEING DISCUSSED RIGHT NOW IS POTENTIALLY HAVING THE MENTAL HEALTH CLINICIAN ON AT LEAST EACH COMPREHENSIVE HIGH SCHOOL CAMPUS THIS COMING YEAR? CORRECT. OKAY, I THINK THAT FROM MY OWN EXPERIENCE WORKING ON A HIGH SCHOOL CAMPUS, WE ASKED SO MUCH OF OUR COUNSELORS, AND SO I WILL BE FULLY SUPPORTIVE OF ANYTHING WE NEED TO DO TO HELP ALLOW THEM TO FOCUS ON THE MOST IMPORTANT ELEMENTS OF THEIR JOB RATHER THAN TRYING TO SOLVE EVERY PROBLEM, AND THIS SOUNDS LIKE A GREAT WAY TO HELP DO THAT.

I WANT TO ECHO WHAT TRUSTEES MARSHALL AND HENRY SHARED.

THIS IS A THUNDERSTORM, RAINY DAY, HURRICANE, TORNADO, AND I THINK THAT'S WHY IT'S ALL THE MORE CRITICAL THAT NEXT MONTH WHEN WE START THE BUDGETING WORKSHOP AND WE GO THROUGH THAT, I THINK TRUSTEE HENRY IS IDEA OF HAVING HERE ARE ALL THE THINGS THAT WE'VE BEEN TRYING. HERE'S WHAT'S WORKED, HERE'S WHAT HASN'T WORKED, HERE'S HOW WE KNOW IT'S WORKED,

[01:10:01]

HERE'S WHY WE'RE TRYING TO RECOMMEND AN X AMOUNT INVESTMENT IN THIS AREA.

WE KNOW WE HAVE THE ESSER FUNDS.

WE KNOW WE HAVE A HEALTHY FUND BALANCE.

NOW IS THE TIME TO REALLY DIG INTO THAT AND USE IT, AND THEN I ALSO WANT TO UNDERSCORE TRUSTEE MICCICHE'S QUESTION AND POINT, WHICH I THINK WAS A REALLY GOOD ONE REGARDING NONE OF US WANT TO SEE THE GOALS CHANGE, BUT I THINK WE DO NEED TO BE REALLY THOUGHTFUL ABOUT REALISTIC BUT REALLY MEANINGFUL STEPS FORWARD TO BE ABLE TO MEET THAT IN A WAY THAT DOESN'T PUT UNREALISTIC PRESSURE ON INDIVIDUAL TEACHERS OR PRINCIPALS OR ALL THE WAY THROUGH THE SYSTEM. I THINK WE NEED TO BE REALLY THOUGHTFUL ABOUT THIS BECAUSE THIS IS NOT SOMETHING THAT WE'RE GRAPPLING WITH, BUT THE ENTIRE NATION AND WORLD AS A WHOLE, AND SO I DO WANT TO HELP US CONTINUE TO HAVE THIS CONVERSATION AND LOOK FORWARD TO US IN THE BUDGET WORKSHOP, REALLY TALKING ABOUT WHAT THIS BOARD DOES AND NEEDS TO DO WITH REGARDS TO THE BUDGET OR OTHER ELEMENTS TO REALLY KEEP THIS FRONT AND CENTER AND GIVE YOU ALL THE RESOURCES AND THE SUPPORT TO GET THIS DONE.

SO THANK YOU ALL FOR BRINGING THIS FORWARD.

I THINK THIS DISCUSSION HAS BEEN A PHENOMENAL ONE, AND I'M LOOKING FORWARD TO THE SOLUTIONS THAT WE'RE GOING TO START TO IMPLEMENT OVER THE COMING MONTHS AND YEARS.

OKAY, THANK YOU, TRUSTEE MACKEY.

SO WE'RE READY FOR SECOND ROUND OR ANY SECOND ROUND OF THE ROOM.

TRUSTEE MICCICHE, YOU WANT TO KEEP ON GOING? WHILE TRUSTEE MICCICHE COMES BACK, I HAVE A FEW QUESTIONS.

SO ONE OF THE THINGS I NOTICED THAT WASN'T ON THIS LIST, AND I DON'T KNOW IF IT'S JUST BECAUSE IT'S JUST NOT RELEVANT, OR MAYBE WE JUST DON'T HAVE THE DATA YET ON THE EXTENDED SCHOOL YEAR. I MEAN, THAT WAS KIND OF ONE OF OUR STRATEGIES, AND SO I DON'T KNOW IF WE HAVE ANY DATA BACK ON WHETHER OR NOT WE'RE SEEING ANY.

OH, LOOKS LIKE WE HAVE.

KIND OF GET GOOD AT THE LIMBO AFTER THIS; I NEED SOME ROLLER SKATES.

TRUSTEE FLORES, I DID NOT GIVE A VERY GOOD PRESENTATION AT THE LAST BRIEFING ON THE EXTENDED SCHOOL YEAR RESULTS.

OH, YOU KNOW WHAT? I MISSED PART OF IT.

WE ARE SEEING GOOD EARLY INDICATORS OF THE DATA SPECIFICALLY AS WE CONSIDER DOSAGE THAT HAVE BEEN RECEIVED THROUGH THE FALL.

THAT IS ALWAYS BEEN SET UP, HOWEVER, AS A TWO YEAR EFFORT.

SO OUR CONVERSATIONS WITH YOU NEXT FALL, AS WE GET CLOSER TO THE 23-24 CALENDAR, CHANGE WILL BE MUCH MORE ROOTED IN BOTH ACADEMIC DATA, ENGAGEMENT DATA AND FEEDBACK PROCESSES.

AS I SIT HERE, CERTAINLY ENGAGE WITH THESE PRINCIPLES A LOT.

I'M VERY OPTIMISTIC ABOUT WHERE THAT IS GOING TO GO.

I WOULD ALSO ADD THAT THE SUMMER 2022 EXTENDED YEAR SERVICES FOR ACADEMIC FOCUS ARE GOING TO BE COMPLETELY REDESIGNED THIS SUMMER, AND I'LL PROVIDE A LITTLE BIT OF UPDATE ON THAT IN MY REPORT ON TUTORING.

I JUST DON'T THINK THAT THERE'S ANY SUBSTITUTE FOR TIME ON TASK.

I MEAN, IT'S JUST THERE ISN'T.

I MEAN, WE JUST NEED TO FIGURE OUT HOW WE CAN GET MORE TIME WITH THESE KIDDOS IN FRONT OF SOMEBODY WHO IS HIGHLY EFFECTIVE.

I MEAN, JUST THROWING MONEY AT IT ISN'T GOING TO SOLVE THE PROBLEM.

IT'S FOCUSING, AS YOU SAY, HIGH YIELD STRATEGIES THAT WE CAN REALLY SPEND THE MONEY ON AND FIND THE RIGHT TALENT FOR, I THINK, IS ESSENTIAL.

ONE THING TO BEAR IN MIND IS THAT WHILE WE DO HAVE A HEALTHY FUND BALANCE, NOW WE HAVE THE ESSER FUNDS AND EVERYTHING ELSE.

THAT MEANS WE HIRE A WHOLE BUNCH OF PEOPLE IN A YEAR AND A HALF, TWO YEARS, THREE YEARS FROM NOW, AND ESSER GOES AWAY, AND WE'VE GONE THROUGH A COUPLE HUNDRED MIL OF OUR FUND BALANCE THAT THEN WE MAY HAVE TO CUT BACK SOME OF THESE RESOURCES.

SO FOCUSING ON KIND OF THOSE.

SOMETIMES YOU HAVE TO FOCUS ON THE THINGS THAT REALLY, REALLY WORK, AND AT THE SAME TIME, YOU HAVE TO GET RID OF THE THINGS THAT DON'T WORK, AND I'M SURE THAT--DR.

[INAUDIBLE]. TRUSTEE FLORES, I THINK AND IT'S GOING TO BE REALLY INTERESTING BECAUSE THE BOARD IS GOING TO BE IN A CONUNDRUM.

YOU'RE NOT GOING TO HAVE ALL THE DATA WHEN YOU HAVE TO MAKE BUDGET DECISIONS.

SHORTLY THEREAFTER, WHENEVER YOU GET THE DATA, THEN YOU'RE GOING TO SEE ALMOST A TREATMENT GROUP AND A CONTROL GROUP WITH THE VERY VARIABLE YOU TALKED ABOUT. THE ONES THAT HAD MORE TIME, WHAT THEY DO WITH THE TIME AND IF THEY USE THE BETTER TEACHERS AS THE INTERVENTIONISTS DURING THE TIME WHEN THEY WORK WITH THE KIDS THAT GOT BEHIND. YOU COULD ALWAYS AMEND YOUR BUDGET, BUT YOU ALSO BRING UP ANOTHER GREAT POINT. EVEN IF WE WANTED TO HIRE MORE PEOPLE, THERE'S NOBODY OUT THERE.

WE CAN'T HIRE ENOUGH TUTORS.

WE CAN'T HIRE ENOUGH.

IT'S GOING TO BE A CHALLENGE GETTING MORE INTERVENTIONIST FOR CERTAIN THINGS.

SO EVEN IF YOU WANT TO SPEND THAT MONEY, WHO ARE YOU GOING TO HIRE? 80% OF YOUR MONEY IS IN PEOPLE.

NOW WE ARE LOOKING AT SOME OTHER OPPORTUNITIES, BUT THESE ARE VERY PRIMITIVE, LIKE ARTIFICIAL INTELLIGENCE, WHERE YOU CAN ACTUALLY SEE WHERE THE KID IS WORKING INTO A COMPUTER AND THE COMPUTER IS TELLING THEM, NOW, YOU MEAN TO GO IN THIS DIRECTION, AND SO

[01:15:03]

WE'RE GOING TO YOU'RE GOING TO HAVE A CONUNDRUM THIS SUMMER, AND YOU'RE GOING TO HAVE TO HAVE AN OPEN MIND ABOUT WHAT ARE THE BEST NEXT STEPS, BECAUSE EVEN IF YOU AUTHORIZE TO GO HIRE A BUNCH OF PEOPLE AND WE CAN'T HIRE THEM, YOU'RE GOING TO SET UP SOME EXPECTATIONS THAT AREN'T GOING TO BE REALISTIC, NOT FOR ME, BUT FOR WHOEVER'S HERE TO EXECUTE ON IT.

SO I THINK YOU NEED TO BE FLEXIBLE.

I THINK YOU NEED TO LOOK AT THE DATA, BUT WHEN THE DATA COMES BACK, I THINK WE'LL KNOW WHO'S DOING BETTER BECAUSE ALL DATA IS COMPARABLE.

DATA DOESN'T MATTER IF YOU DON'T COMPARE IT TO SOMETHING.

SO I THINK YOU WILL HAVE NUMEROUS THINGS TO LOOK AT AND THEN YOU NEED TO DECIPHER WHERE DO WE PUT OUR MONEY BASED UPON THE RESULTS THAT WE SEE AND REALLY ALSO BE VERY CAUTIOUS ABOUT CAUSAL VERSUS RELATIONAL.

HOW DO WE KNOW THAT THIS REALLY CAUSED IT? WAS THERE SOMETHING ELSE EPISODIC THAT HELPED IMPROVE PERFORMANCE? SO ALL OF THOSE ARE BIG QUESTIONS YOU HAVE TO FACE OVER THE NEXT SEVERAL MONTHS.

OKAY, SO THANK YOU, DOCTOR HINOJOSA.

I SHARE MY COLLEAGUES NOT SURPRISE, BUT DISMAY ON THE NUMBERS.

IT REALLY HAS BEEN A COUPLE TOUGH YEARS FOR OUR KIDDOS AND WE NEED TO REALLY FIGURE OUT NOT JUST WITHIN THE EXISTING BUDGET BUT OUTSIDE OF OUR EXISTING BUDGET IF WE CAN REALLY PUT THE RESOURCES AND GET THE RIGHT KIND OF TALENT TO COME IN.

I MEAN, WE CAN SAY, HEY, WELL, WE'RE GOING TO HIRE SO MANY MORE INTERVENTIONISTS, BUT IF YOU CAN'T FIND THE OTHER 30 OR 60 OR WHATEVER--I'M MAKING UP A NUMBER--IF YOU CAN'T FIND HIM, YOU CAN'T FIND THEM. I MEAN, ANYBODY WHO'S TRIED TO DO ANY CONSTRUCTION THESE DAYS KNOWS IT DOESN'T MATTER, YOU CAN HAVE ALL THE MONEY IN THE WORLD TO PAY THEM BUT THERE JUST AREN'T FOLKS THAT AVAILABLE RIGHT NOW.

SO I THINK WE MAY HAVE TO BE CREATIVE AND START THINKING KIND OF OUTSIDE THE BOX AND MAYBE WORKING WITH OUR HIGHER ED PARTNERS ON SOME OPPORTUNITIES TO REALLY ACCELERATE SOME OF THEIR TRAINING PERHAPS TO GET SOME OF THESE, ESPECIALLY FOR THE EARLY CHILDHOOD AND THE PRE-K TYPE CERTIFICATIONS, GROW OUR OWN PROGRAMS. I MEAN, WE MAY HAVE TO BE A LITTLE MORE AGGRESSIVE ON THOSE AS WELL.

JUST SOME IDEAS TO [INAUDIBLE] HAS A WHOLE SQUAD FULL OF PEOPLE THINKING OF IDEAS, BUT IF THERE'S ANYTHING I CAN DO TO HELP LET ME KNOW BECAUSE WE REALLY NEED TO FOCUS ON THE GROUPS THAT ARE THE FARTHEST BEHIND, WITHOUT ANY DOUBT WHATSOEVER, AND TRY TO PUT THE COMMUNITY RESOURCES AND WHATNOT AVAILABLE, AND IT MAY NOT BE A ONE SIZE FITS ALL.

THERE MAY BE PARTS OF TOWN WHERE WE NEED TO DO X, Y OR Z AND PARTS OF TOWN WHERE WE NEED TO DO DIFFERENT THINGS, AND DEFINITELY, TJ IS ABSOLUTELY THE BEST PLACE TO DO THIS.

JUST THOUGHT I'D PUT THAT IN BEFORE I END, AND TRUSTEE MICCICHE.

YOU DON'T HAVE ANY QUESTIONS, DO YOU? [CHUCKLING] THANK YOU, TRUSTEE FLORES.

GO AHEAD, TRUSTEE MICCICHE.

NO, I THINK I'M GOOD.

I JUST GOT A MESSAGE FROM DR.

LEAR REGARDING THE NUMBER OF CLINICIANS, AND THE TOTAL NUMBER IS 122 WITH 47 BEING CAMPUS BASED AND 75 BEING SCHOOL BASED, AND I BELIEVE THAT IS CONSISTENT WITH THE DOUBLING OF THE NUMBER OF CLINICIANS THAT WE HAD DONE IN AUGUST OF 2020.

SO THANK YOU VERY MUCH FOR THAT INFORMATION, DR.

LEAR. DAN, WAS THAT IT? ANY OTHER TRUSTEES? OH, TRUSTEE GARCIA.

REALLY QUICKLY, AND I APPRECIATE THE ARRAY OF QUESTIONING THAT HAS COME IN FROM TRUSTEES.

ONE OF THE THINGS THAT I THAT WE TALK A LOT ABOUT IS WHAT'S HAPPENING ON CAMPUS IN TERMS OF LEARNING RECOVERY.

ARE THERE ANY THINGS THAT ARE BEING PILOTED NECESSARILY FOR WHAT'S GOING ON IN THE HOME NOW THAT WE HAVE DEVICES AND ACCESS TO WI-FI AT HOME? IS THERE ANOTHER WAY THAT WE ARE CONSIDERING ENGAGING THAT TUTORING OR SOME OF THAT LEARNING AT HOME THAT'S NOT IN CLASSROOM TIME WITH PARENTS? ARE WE SEEING ANYTHING LIKE IT ANYWHERE ELSE? IF NOT, IF WE'RE NOT DOING THAT, IS THERE ANY POSSIBILITY TO CONSIDER SOMETHING LIKE THAT? THANK YOU, I THINK THAT'S A REALLY GREAT SUGGESTION WE DEFINITELY SHARE RESOURCES

[01:20:02]

THAT STUDENTS CAN DO AT HOME.

I THINK GIVEN SOME OF THE CHALLENGES THAT WE'VE HAD THIS YEAR IN BRINGING PARENTS INTO SCHOOL, WE HAVEN'T DONE AS MUCH AS WE HAVE THE POTENTIAL TO DO.

I WOULD ALSO ADD, TRUSTEE GARCIA, THAT THE NEW HIGH QUALITY INSTRUCTIONAL MATERIALS ADOPTION THAT WE'RE LOOKING AT COME WITH ADDITIONAL SOFTWARE THAT WE WILL BE WORKING TO ENSURE THAT STUDENTS CAN ACCESS AT HOME, EITHER THROUGH THEIR OWN HARD DRIVE OR INTERNET OPPORTUNITIES SO THAT THEY CAN CONTINUE THEIR LEARNING THROUGH ARTIFICIAL INTELLIGENCE.

OKAY, AND I'M JUST THINKING OF THE ACCESSIBILITY THAT WE HAVE AVAILABLE NOW, AND FOR PARENTS THAT ARE ASKING, HOW CAN I BETTER SUPPORT MY STUDENT AT HOME? OUR OPPORTUNITY TO ENGAGE THESE QUALITY MATERIALS CURRICULUM IN THE HOME PLACE.

I THINK IT'S A GREAT SUGGESTION.

GREAT, THANK YOU. TRUSTEES, IF THERE ARE NO OTHER QUESTIONS, THEN WE WILL MOVE ON TO THE

[6. INFORMATION/REPORTS]

SUPERINTENDENT'S REPORT, BEGINNING WITH HOLDSWORTH.

YES, MEMBERS OF THE BOARD, MR. CHAIR, WE ARE VERY EXCITED OF THIS HOLDSWORTH OPPORTUNITY.

WE'VE BEEN GOING THERE FOR OVER A YEAR AND IT'S BEEN QUITE A LEADERSHIP JOURNEY.

WE'VE GOTTEN A LOT OUT OF IT INDIVIDUALLY AND AS A GROUP, AND IT'S YEAR ONE OF A FIVE YEAR PROJECT THAT HEB AND HOLDSWORTH HAVE GIVEN US $8 MILLION.

SO WE'RE GOING TO START TALKING TO YOU ABOUT SOME HIGH LEVEL THINGS, AND YOU'RE GOING TO BE HEARING A LOT MORE ABOUT THIS IN THE FUTURE.

SO I'LL TURN IT OVER TO DEPUTY SUPERINTENDENT CORDOVA.

THANK YOU, AND LET'S MAKE SURE WE HAVE THE RIGHT DECK UP.

SO WHILE WE'RE GETTING THE SLIDES UP, I'LL JUST ADD A LITTLE BIT OF COMMENTARY TO THE HOLDSWORTH CENTER PARTNERSHIP.

AS DR. HINOJOSA SHARED, THE HOLDSWORTH CENTER IS PARTNERING WITH DALLAS ISD, ALONG WITH FIVE OTHER DISTRICTS IN TEXAS IN THIS CURRENT COHORT, WE'RE THE THIRD GROUP OF SCHOOLS TO PARTICIPATE IN THE HOLDSWORTH CENTER PROGRAM, AND CAN WE ADVANCE TWO MORE--WHO IS THE --THANK YOU.

THIS FIRST YEAR OF THE PARTNERSHIP REALLY DOES FOCUS ON HELPING US WORK ON THREE MAJOR OUTCOMES CREATING STRONGER LEADERS, WHICH RESULTS IN STRONGER ORGANIZATIONS, WHICH THEN RESULT IN DELIVERING STRONGER RESULTS FOR STUDENTS, AND THEY USE A VERY METHODICAL APPROACH THAT STARTS WITH BUILDING PERSONAL LEADERSHIP THAT'S FOCUSED ON GROWING AND EMPOWERING OTHERS, CREATING CHANGE, AND THEN THE TWO BIG PARTS THAT WE ARE FOCUSED ON THIS YEAR IS HOW WE ENSURE THAT WE HAVE A PIPELINE OF READY LEADERS THAT REFLECT THE DIVERSITY OF OUR STUDENTS AND HOW WE CREATE AN ENGAGED CULTURE THAT SUPPORTS ALL MEMBERS OF THE ORGANIZATION TO SEE THEMSELVES AS LEADERS WITHIN DALLAS ISD, WHICH RESULTS IN EXCELLENT AND EQUITABLE STUDENT OUTCOMES.

SO THE PARTNERSHIP WILL BE THREE YEARS.

NEXT SLIDE, PLEASE. IN THE FIRST TWO YEARS, THERE'S A VERY INTENSIVE INVESTMENT IN DISTRICT LEADERSHIP.

THERE'S A TEAM OF SEVEN DISTRICT LEADERS WHO PARTICIPATE IN ALMOST MONTHLY SESSIONS AT THE HOLDSWORTH CENTER IN AUSTIN.

IN YEAR TWO, OVERLAPPING WITH THE DISTRICT LEADERSHIP FOCUS, THE FIRST CAMPUS LEADERSHIP COHORT WILL BEGIN.

WE'RE IN THE PROCESS RIGHT NOW OF REVIEWING APPLICATIONS, AND WE WILL HAVE 12 SCHOOLS THAT BEGAN A TWO YEAR DEVELOPMENT PROCESS THAT IS INTENSIVELY FOCUSED ON A SCHOOL BASED PROBLEM OF PRACTICE THAT LOOKS AT LEADERSHIP DEVELOPMENT AND GROWING A CULTURE OF SUCCESS. WE'LL ON BOARD A SECOND COHORT IN YEAR THREE AND THEN IN YEARS FOUR AND FIVE WE'LL HAVE COHORTS THREE AND FOUR.

OVER THE FIVE YEARS OF THE GRANT, WE'LL HAVE 50 SCHOOLS THAT PARTICIPATE WITHIN THAT, AND THE HOLDSWORTH CENTER EMBEDS STAFF MEMBERS IN THE DALLAS TEAM TO GIVE US ONGOING SUPPORT.

SO THIS FIRST YEAR--NEXT SLIDE, PLEASE--WE REALLY ARE REFLECTING ON THIS FOUNDATIONAL QUESTION WHAT ARE OUR EXPECTATIONS OF LEADERS AND WHAT SKILLS, ABILITIES AND MINDSETS DO DALLAS ISD LEADERS NEED TO BE SUCCESSFUL? TO DO THAT WORK--NEXT SLIDE--WE FIRST STARTED BY EXAMINING THE TOOLS THAT WE HAVE.

VERY HIGH QUALITY TOOLS THAT HAVE BEEN VERY HELPFUL AND SUPPORTIVE IN HELPING DRIVE SUCCESS, AND SO WHEN WE LOOKED ACROSS ALL THESE TOOLS, WE EXPLORED TWO QUESTIONS HOW DO THESE EXPECTATIONS ALIGN AND HELP US ACHIEVE OUR MOST IMPORTANT PRIORITIES, PARTICULARLY GIVEN THE CHANGES THAT HAVE HAPPENED BECAUSE OF THE PANDEMIC AND HOW THESE EXPECTATIONS FROM OUR TOOLS COMPARE TO RESEARCH AND TO OTHER ORGANIZATIONS.

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SO OVER THE COMING FOUR YEARS, WE WILL SPEND TIME THIS YEAR FINALIZING A DISTRICT WIDE DEFINITION OF A LEADER.

THAT INCLUDES TEACHER AND LEADER PERSPECTIVE ON THIS.

WE'VE DONE AN EXTENSIVE OUTREACH THROUGHOUT THE ORGANIZATION ON THE LEADERSHIP DEFINITION. WE'RE IN THE PROCESS RIGHT NOW OF ALSO DEVELOPING A DOCUMENT THAT WE'RE CALLING THE VISION OF A CLASSROOM AND A PORTRAIT OF A GRADUATE TO HELP US GROUND OUR WORK. WHAT ARE THE KIND OF STUDENTS WE WANT TO GRADUATE? WHAT SHOULD THEY BE READY AND ABLE TO DO? AND WHAT KIND OF CLASSROOMS DO WE NEED TO PRODUCE THOSE? THE NEXT STEP WE WILL BE COMMUNICATING AND BUILDING CAPACITY AROUND THIS LEADERSHIP DEFINITION, MAKING SURE THAT THIS IS A SHARED DEFINITION AND THAT IT GROUNDS ALL OF OUR COLLECTIVE WORK AND COLLABORATION IN THAT WE WANT TO MAKE SURE THAT THIS BECOMES THE FOUNDATION FOR OUR PROFESSIONAL DEVELOPMENT, FOR OUR TEAM MEMBERS, AND THAT WE'LL BE USING THAT THIS SUMMER AS WE LAUNCH OUR WORK LOOKING AT NEXT YEAR, AND THEN FINALLY, IT'S TRULY ABOUT DEVELOPING SUSTAINABLE SYSTEMS TO MAKE SURE THAT WE HAVE THE ABILITY TO IDENTIFY AND DEVELOP FUTURE LEADERS, THAT WE ARE DEEPLY ENGAGING WITH STAFF MEMBERS.

WE KNOW THAT RESEARCH SHOWS WHEN TEAM MEMBERS ARE MORE ENGAGED, THEY PRODUCE HIGHER RESULTS, AND THEN FINALLY WE'LL BE ABLE TO SUPPORT 50 SCHOOL LEADERS IN THEIR TEAMS TO ACCELERATE THEIR WORK ON THEIR PROBLEMS OF PRACTICE THAT WILL BE RELATED TO STUDENT LEARNING. THANK YOU.

AS WE MENTIONED, THE TUTORING 2.0 IN THE PREVIOUS PRESENTATION, I'D LIKE TO GIVE AN UPDATE ON TUTORING 1.0 WHERE YOU ARE AWARE OF THE HOUSE BILL 4545 TUTORING REQUIREMENTS AND THE SIGNIFICANT CHALLENGES THAT WE'VE HAD OVER THE PAST YEAR IN IMPLEMENTING AND COMPLYING WITH THOSE REQUIREMENTS.

THIS PARTICULAR SLIDE DOES HIGHLIGHT THE CHALLENGES THAT WE FACE THIS YEAR, WHICH WERE RELATED TO, AS YOU REMEMBER, HAVING TO COME BACK TO THE BOARD TO REBID THE RFP DUE TO FEDERAL COMPLIANCE THAT WE NEEDED TO LOOK AT.

IN ADDITION TO THAT, NEW TEA BACKGROUND CHECK REQUIREMENTS AND FINGERPRINTING SLOWED THE PROCESS OF DEPLOYMENT AND APPROVAL OF TUTORS, AND IN ADDITION, LESSONS LEARNED THIS YEAR INCLUDE JUST LOW ATTENDANCE FOR TUTORING AFTER SCHOOL.

WE FEEL LIKE A LOT OF COVID FATIGUE WITH PARENTS CONCERNS ABOUT SAFETY THROUGHOUT THE COURSE OF THE YEAR, AS WELL AS OUR STAFF BEING ABLE TO DO THAT IS HAS CAUSED A TOUGH CHALLENGE FOR IMPLEMENTATION.

I DO WANT TO CALL TO THE FLOOR THE DIFFERENCE BETWEEN HOUSE BILL 4545, TUTORING HOURS AND COMPLIANT HOURS THAT COUNT FOR THIS BILL AND KNOW THAT OUR SCHOOL LEADERSHIP TEAM, UNDER THE DIRECTION OF CHIEF HEWITT, HAVE BEEN TUTORING STUDENTS SINCE THE BEGINNING OF THE YEAR. TEACHERS HAVE BEEN PROVIDING SUPPLEMENTAL HELP FOR STUDENTS.

THE DIFFERENCE IS THE TUTORING THAT THEY'VE BEEN PROVIDING MAY NOT HAVE MET THE COMPLIANCE REQUIREMENTS FOR HOSPITAL 4545, MEANING THAT TEACHERS WOULD NEED TO BE TRAINED WITH THE SPECIFIC MATERIALS FROM THE STATE, PROVIDED SPECIFIC INSTRUCTIONAL MATERIALS, AND THEN THE HOURS WOULD HAVE TO BE TRACKED THROUGH OUR TUTOR TRACKER, AND THAT'S ONE OF THE ISSUES AND LESSONS LEARNED THAT WE'RE GOING TO TRY TO IMPLEMENT FOR THE UPCOMING YEAR TO INCREASE THOSE HOURS.

I'LL TALK ABOUT THAT MORE IN JUST A MOMENT.

THE NEXT SLIDE PROVIDES THE HOURS, THE COMPLIANT HOURS FOR HOUSE BILL 4545, WHERE YOU CAN SEE THE STUDENTS THAT WERE PLACED WITH THE TIA DESIGNATED TEACHER THAT DID NOT REQUIRE ACTUAL TUTORING HOURS TO BE PROVIDED IN THOSE AREAS WHERE THEY FAILED THE STATE ASSESSMENT.

WE RECOGNIZE THAT TUTORING IS OUR ESSENTIAL STRATEGY FOR STUDENTS, DESPITE THE CHALLENGES THAT WE'VE EXPERIENCED, THUS OUR GRATITUDE TO OUR CAMPUSES FOR CONTINUING TO MAINTAIN THE TUTORING THAT THEY'VE BEEN ABLE TO PROVIDE.

AS OUR NUMBER ONE STRATEGY, WE DID EMPLOY 20 OUTSIDE VENDORS WHO DID WORK WITH OUR CAMPUSES THIS YEAR.

WE ACTUALLY HAVE A TOTAL NUMBER OF 700 ACTIVE TUTORS IN THE DISTRICT ACROSS ALL STRATEGIES WHO HAVE BEEN PROVIDING TUTORING HOURS.

WHAT WE WANT TO START TO FOCUS ON IS HOW WE CAN LEVERAGE OUR ACTIVE TUTORS TO CREATE GREATER COVERAGE OF TUTORING HOURS AND SESSIONS.

WHAT WE'RE LEARNING IS THAT THROUGH OUR STATE AND NATIONAL CONVERSATIONS, THAT WE ARE RECOGNIZING THAT THESE ARE CHALLENGES ACROSS THE NATION.

AS [INAUDIBLE] MENTIONED EARLIER, THEY'RE JUST NOT ENOUGH PEOPLE TO COVER THE NEED AND THE SCALE IN DALLAS ISD IS TREMENDOUS.

SO WE WILL CONTINUE TO WORK TOWARDS COMPLIANCE AND PROVIDING THE HOUSE BILL 4545 HOURS.

I DO WANT TO RECOGNIZE THAT OUR SUMMER SCHOOL PROGRAM, WHICH I MENTIONED EARLIER, WILL BE HOUSE BILL 4545 COMPLIANT, WHICH MEANS THAT ALL PRE-K THROUGH EIGHTH GRADE STUDENTS WILL HAVE THE ABILITY TO ATTEND SUMMER SCHOOL FOUR DAYS A WEEK, MONDAY THROUGH THURSDAY, AND

[01:30:04]

RECEIVE 32 HOURS OF READING, TUTORING AND 32 HOURS OF MATH TUTORING.

WE ARE GOING TO FOCUS ON READING AND MATH AS OUR PRIORITY SUBJECT AREAS THIS SUMMER AND OUR HIGH SCHOOL STUDENTS WILL HAVE THE OPPORTUNITY TO RECEIVE EOC PREPARATION THROUGH OUR SUMMER PROGRAMING. NEXT SLIDE, PLEASE.

SO AGAIN, LESSONS LEARNED.

WE KNOW THAT THE VENDOR OPTION IS A VIABLE OPTION.

SO WE DO WANT TO CONTINUE THAT OPTION AND PROVIDE THOSE PRINCIPALS WHO HAVE NEED OF THOSE ADDITIONAL VENDOR OPPORTUNITIES TO TO DO SO.

IN ADDITION, WE WANT TO PROVIDE HB 4545 TUTORING, TRAINING TO ALL STAFF AND WORKING WITH CHIEF HEWITT SO THAT WE CAN MAKE SURE THAT ALL OF OUR STAFF MEMBERS ARE ABLE TO TRAIN, RECEIVE THE APPROVED CURRICULUM AND COUNT THEIR HOURS TOWARDS 4545.

WE'RE ALSO GETTING CREATIVE WITH SCHEDULING AND ATTENDANCE, AND WE'RE RECOGNIZING THIS YEAR THAT AFTER SCHOOL TRANSPORTATION PROVIDED TOO LARGE OF A BURDEN ON OUR FAMILIES.

SO WE ARE LOOKING AT ESTIMATING COSTS FOR TRANSPORTATION IN THE IN THE FUTURE.

THE ONE THING I WOULD LIKE TO ADD IS THAT THE COUNTYWIDE TUTORING SITE HAS NOW LAUNCHED, AND WE'VE BEEN WORKING VERY CLOSELY WITH OUR COUNTY PARTNERS.

WE DO BELIEVE THAT THIS WILL HELP US WITH FUTURE RECRUITMENT TO HELP OUR DALLAS TUTORING ADD TO ITS TUTORING.

TO SOMEONE WHO MENTIONED WORKING WITH THE DIFFERENT UNIVERSITIES, WE HAVE ACTUALLY BEEN UTILIZING GRADUATE STUDENTS AND COLLEGE LEVEL STUDENTS TO SERVE TUTORING PURPOSES AS WELL. THAT'S MY REPORT ON TUTORING.

SAY IT AGAIN. OH, THE RATIO IS WE WILL CONTINUE TO REQUEST THE WAIVER FOR THE STUDENT TO TEACHER RATIO. RIGHT NOW, THE MAXIMUM THAT THE STATE ALLOWS IS A 10 TO 1 RATIO WITH OUR SCALE. THAT WILL BE VERY DIFFICULT TO DO.

SO WE HAVE TO REQUEST A WAIVER FROM THE PARENTS TO ALLOW US TO GO BEYOND THAT RATIO.

IT WON'T BE LIKE WAY BEYOND THAT RATIO, BUT WE DON'T THINK WE CAN HIT THE 10 TO 1 WITH THE SCALE THAT WE HAVE RIGHT NOW.

GOOD AFTERNOON, TRUSTEES.

DR. HINOJOSA WITH ME TODAY.

I HAVE AWARD WINNING ENERGY MANAGER, MR. BRYANT SHAW. I'D LIKE TO FIRST START OFF BY SAYING THAT EACH QUARTER WE PROVIDE AN UPDATE VIA THE BOARD UPDATES IN ENERGY MANAGE AND USAGE.

BUT ONCE A YEAR WE'LL COME TO YOU AND PRESENT IN CONJUNCTION WITH EARTH DAY.

SO DIVING INTO THIS, WE LOOKED AT DATA FROM 2012 TO 2020 AND SEEN A 19.1% REDUCTION IN OUR EMISSIONS AND THE TONNAGE USAGE.

IT WAS THIS BOARD'S ACTION THAT YOU TOOK AND PASSED A GREEN RESOLUTION THAT MADE THE DISTRICT FORCED US TO BE INTENTIONAL AND LOOK AT STRATEGIC, STRATEGIC ABANDONMENT AND WHAT WE CAN DO DIFFERENTLY IN ORDER TO REDUCE THE CARBON FOOTPRINT OF OUR CITY.

AND THAT'S EXACTLY WHAT WE DID IN MAY OF 2020.

WE CHANGED OUR TO, WE USE WIND.

SO WE WENT 100% RENEWABLE ELECTRICITY FOR THE DISTRICT.

AND YOU CAN SEE THAT WE REDUCED OUR CARBON FOOTPRINT BY 96.9%.

I MEAN, THAT'S EQUIVALENT.

LET ME SEE. THAT'S EQUIVALENT TO TAKING ALMOST 100,000 CARS OFF OF THE STREET, COAL NOT BEING BURNED AND PLANTING OVER 7 MILLION TREES.

MR. SHAW? THANK YOU, MR. BATES.

YEAH, WE THOUGHT WE'D PRESENT A GRAPHIC REPRESENTATION OF THE PROGRESS THE DISTRICTS MADE OVER THE YEARS. YOU CAN SEE WE STARTED WITH 493,000 TONS OF CO2 BEING EMITTED THROUGH DISTRICT ENERGY USE.

AND WE WERE MAKING GRADUAL PROGRESS, REDUCED IT BY 19% BY EARTH DAY 2020.

THE REAL HISTORIC EVENT, THOUGH, IS MR. BATES MENTIONED WAS THE THE RENEWABLE ENERGY CONTRACT WITH RELIANT, WHICH TOOK EFFECT IN 2020 MAY OF 2020.

THE MONTH AFTER EARTH DAY.

AND NOW YOU CAN SEE THAT OUR EMISSIONS ARE ENTIRELY DUE TO TO NATURAL GAS THAT WE'RE BURNING NOW THAT WE'RE USING IN SCHOOLS, AND THAT THAT AMOUNTS TO 15,114 TONS ANNUALLY.

NOW, IN ADDITION TO CHANGING OUR CONTRACT SAVING, JUST INITIALLY CHANGING THE CONTRACT SAVED OVER $1 MILLION A YEAR ANNUALLY FOR THE NEXT TEN YEARS.

[01:35:01]

AND THEN WE LOOK AT DATA ON A MONTHLY BASIS AND YOU CAN SEE THIS IS THE LAG DATA.

SO THIS IS THE SECOND QUARTER AND WE ARE REDUCING BY 300,000 EACH QUARTER THE AMOUNT OF ELECTRICITY. AND ON THE NEXT SLIDE OR SAME SLIDE EXCUSE ME, NATURAL GAS.

NOW, THANKS TO SNOWMAGEDDON, YOU CAN SEE WE CUT IT IN HALF, BUT THE PRICE OF GAS HAS GONE UP, SO WE STILL REDUCE THE AMOUNT SIGNIFICANTLY THAT WE'RE USING.

BUT DOLLAR AMOUNT DID NOT CHANGE AS MUCH AS WE WOULD LIKE, I MIGHT ADD, MR. BATES, THAT NATURAL GAS MARKET VOLATILITY IS AT AN ALL TIME HIGH.

IT'S RECORD SETTING.

ATMOS RATES HAVE GONE UP 57% SINCE LAST APRIL.

AND THAT CONCLUDES OUR REPORT.

THANK YOU, TRUSTEES. ANY QUESTIONS? TRUSTEE MARSHALL? I JUST HAVE A QUESTION ABOUT THE RATIO OF THE COMMENT THAT YOU MADE, WHICH I'M SURE.

I JUST, YEAH, I HAVE A CLARIFICATION ON THAT.

THE BILL ACTUALLY REQUIRES A 3 TO 1 RATIO.

THE WAIVER ALLOWS US TO GO UP TO TEN.

MY APOLOGIES FOR THAT.

OKAY. AND IS THAT OUR PLAN TO GO? WE DO PLAN TO REQUEST THE WAIVER AGAIN SO THAT WE CAN HAVE THE FLEXIBILITY TO TO BE ABLE TO INCLUDE LARGER GROUPS BEYOND THE 3 TO 1 RATIO.

BUT ARE WE PLANNING ON MAKING THOSE GROUPS 10 TO 1? I THINK WE ARE GOING TO HAVE TO MAKE THE GROUPS ACCORDING TO MEET THE NEEDS.

OUR SCALE IS STILL VERY LARGE AT THIS POINT.

A 3 TO 1 RATIO IS NOT REASONABLE.

AND MANY TIMES WE DO HAVE A 10 TO 1 CAP ON OUR TUTORING OPPORTUNITY.

SO AS LONG AS IT'S ALLOWABLE, IT'S LIKELY THAT'S A RECRUITING ISSUE RATHER THAN A BUDGET ISSUE; RIGHT? YES, THAT'S CORRECT.

AND I GUESS TALK TO ME ABOUT HOW THE HOW MECHANICALLY HOW YOU'RE ACCOMPLISHING PUTTING TEN KIDS IN A TUTORING SESSION.

I MEAN. I MEAN, THE NOTION OF TUTORING TO ME IMPLIES SOME PERSONALIZED ATTENTION BASED ON MEETING THE KID EXACTLY WHERE THEY ARE.

AND WHEN YOU PUT MORE OF THEM TOGETHER, THEY'RE IN DIFFERENT SPOTS.

SO WALK ME THROUGH HOW MECHANICALLY HOW THAT WORKS.

IF YOU HAVE TEN KIDS THAT ARE GETTING, QUOTE UNQUOTE, TUTORING, I MEAN, THAT TO ME IS STARTING TO APPROACH LIKE A CLASS SIZE, RIGHT? I MEAN, IT'S SO DEPENDING ON THE APPROVED MATERIALS THAT THEY'RE USING, IT'S IT'S QUITE COMMON FOR A TEACHER TO CREATE SMALLER GROUPS WITHIN A GROUP OF TEN AND TO PROVIDE INSTRUCTION DEPENDING ON WHAT THOSE PARTICULAR SMALLER GROUPS ARE NEEDING.

WHILE ONE GROUP IS PRACTICING ONE AREA, I'LL GO AND WORK WITH THE OTHER GROUP AND VICE VERSA. OUR GOAL IS ALWAYS TO KEEP THE GROUPS AS SMALL AS WE CAN, BUT WE JUST NEED THE FLEXIBILITY TO GO ABOVE THREE.

YEAH, NO, I'M NOT OBJECTING TO THE FILING OF THE WAIVER.

I MEAN, I UNDERSTAND WE NEED AS MUCH FLEXIBILITY AS WE CAN GET.

I'M JUST MORE WORRIED ABOUT THE EFFICACY OF THE TUTORING ITSELF.

WE ARE PUTTING THAT MANY KIDS TOGETHER IN A GROUP.

SO IT ALSO BEGS THE QUESTION, FROM MY PERSPECTIVE, LIKE THERE'S A LOT OF EXTERNAL VENDORS THAT WE USE FOR TUTORING.

AND AS YOU KNOW, I USED TO BE ON THE BOARD OF READING PARTNERS.

SO I ALWAYS THINK ABOUT THAT ONE.

YOU KNOW, THAT'S A 1 TO 1 MODEL.

I DON'T KNOW HOW MUCH LEVERAGE WE'RE GOING TO GET OUT OF, FOR INSTANCE, THE VOLUNTEER READING TUTORS THAT GO THROUGH READING PARTNERS.

IF WE SUDDENLY SAY, HEY, SORRY, YOUR MODEL IS 1 TO 1, BUT NOW YOU HAVE TEN KIDS.

I THINK THE EFFICACY OF THOSE MODELS OF THE READING PARTNERS COMES IN AND THAT'S THEIR RATIO. WE WILL UTILIZE THAT.

THIS WAIVER IS FROM THE PARENT TO JUST GIVE US PERMISSION TO BE FLEXIBLE WITH THAT.

IF WE'VE GOT A MODEL THAT HAS A SPECIFIED RATIO, WE WANT TO STAY TRUE TO THAT MODEL.

AGAIN, OUR GOAL IS TO KEEP THE GROUPS AS SMALL AS POSSIBLE.

IT'S JUST HAVING THE FLEXIBILITY AVAILABLE.

YET, AGAIN, I'M NOT, MY QUESTION IS NOT ABOUT THE FILING OF THE WAIVER.

I'M FINE WITH YOU FILING THE WAIVER.

I'M JUST TRYING TO FIGURE OUT HOW THIS MECHANICALLY WILL WORK.

AND I THINK I JUST HEARD YOU SAID, SAY FOR READING PARTNERS, THEY WOULD STILL DO 1 TO 1.

?IF WE HAVE A MODEL THAT WORKS, WE WOULD WORK WITH THE VENDOR, THAT'S CORRECT.

WE WOULD NOT FORCE THE VENDOR TO CHANGE THEIR MODEL IF THEY'RE A 1 TO 1 MODEL, AND THAT'S THE MODEL THEY USE, WE WOULD STICK WITH THAT MODEL.

OKAY. SO IT'S A SUBSET, SUBSET OF THE TOTAL TUTORS THAT WOULD HAVE A LARGER RATIO.

POSSIBLY. SO FOR EXAMPLE, IF WE HAVE TEACHERS WHO ARE PROVIDING THE TUTORING IN A READING INTERVENTION CLASS, THAT'S DURING THE DAY THAT TEACHER MAY PULL THE OTHER KIDDOS ARE WORKING ON THEIR WORK.

THEY PULL A GROUP OF FIVE TO THE SIDE AND WORK WITH THOSE KIDDOS AND THOSE HOURS COUNT TOWARDS HOUSE BILL 4545 COMPLIANCE.

THAT'S AN EXAMPLE.

OKAY. I DON'T THINK I REALIZED THAT.

SO YOU CAN PULL OUT WITHIN THE CLASS PERIOD? YEAH, THAT'S SO THE OPPORTUNITY TO PROVIDE FOR A READING, TUTORING COURSE PERIOD INSIDE

[01:40:06]

THE SCHOOL DAY ALLOWS US THE FLEXIBILITY TO ALLOW THAT TUTORING TO OCCUR DURING THE SCHOOL DAY BY THE CLASSROOM TEACHER AND MEET THE 4545 COMPLIANCE WITH THE TRAINING, THE MATERIALS AND THE LOGGING OF THE HOURS.

SO HOW MANY TUTORS DO WE HAVE RIGHT NOW? WE HAVE 700 ACTIVE TUTORS THAT GO THROUGH VENDORS, OUR DALLAS TUTORING CORE AND THE THE CAMPUS IMPLEMENTATION THAT ARE ACTUALLY VERIFIED THROUGH HOUSE BILL 4545.

SO ARE YOU COUNTING CURRENT TEACHERS WITHIN THE 700? NO. THAT'S WHAT I WAS TALKING ABOUT EARLIER IS WE ARE NOW GOING TO BE WORKING WITH CHIEF HEWITT TO EXPAND OUR TRAINING ON WHAT TUTORING SHOULD HAPPEN, WHAT MATERIALS HAVE TO BE UTILIZED, AND HOW TO LOG THOSE SO THAT WE CAN UTILIZE OUR OWN STAFF AND COUNT THOSE HOURS. THIS IS A QUESTION, BUT WHEN YOU'RE SHOWING US NUMBERS THAT SAY YOU HAVE THIS MANY TUTORS, IT DOES NOT INCLUDE TEACHERS.

BUT WHEN YOU'RE SAYING WE'VE DONE THIS MANY TUTORING HOURS, IT INCLUDES TEACHERS DOING PULLOUTS. NO, IT WOULD NOT HAVE.

SO WHAT I WAS SAYING EARLIER WAS THE CONTEXT OF TUTORING HAS BEEN HAPPENING.

HOUSE BILL 4545 COMPLIANT HOURS ARE WHAT'S INCLUDED IN THESE NUMBERS ON THE CHARTS.

WHICH INCLUDES TEACHERS? SOME, IF THEY MET THE HOUSE BILL 4545 COMPLIANT.

I BELIEVE WE HAVE MORE TUTORING THAT HAS OCCURRED THAT WASN'T MEETING THE THE COMPLIANCE NATURE. FROM HERE ON OUT? CORRECT. THAT'S CORRECT.

GOING FORWARD WILL INCLUDE? THAT'S CORRECT. SO WE SHOULD EXPECT A NUMBER OF TUTORS THAT IS NOT INCLUDING TEACHERS, BUT THE NUMBER OF TUTORING HOURS WILL INCLUDE TEACHERS DOING PULLOUTS? CORRECT. AS LONG AS THEY'RE MEETING THE COMPLIANCE.

SO WHEN WE FUNDED 1800 ADDITIONAL TUTORS, THE 700 IS WHAT WE'VE BEEN ABLE TO RECRUIT? THAT'S CORRECT. WE'RE STILL TRYING TO FIND ANOTHER 1100? THAT'S CORRECT. BUT GETTING PESSIMISTIC ABOUT OUR ABILITY TO DO THAT FROM A LABOR MARKET PERSPECTIVE? I WOULD SAY YES TO THAT.

I WOULD ALSO SAY WE WERE PROBABLY DID NOT PRESENT THAT MODEL IN THE BEST WAY POSSIBLE BY TRYING TO NAME THE NUMBER OF TUTORS THAT WE NEEDED.

AGAIN, I THINK WE'RE TRYING TO FOCUS ON THAT.

YEAH, I KNOW. I JUST WANTED TO ADD.

[INAUDIBLE], I DON'T KNOW IF THIS IS NUMBERED, BUT ON THE SLIDE THAT HAS THE HOURS OF TUTORING, WE CAN MAKE SURE FUTURE FACING.

SO FOR EXAMPLE, WE'VE LISTED THE NUMBER OF HOURS THAT HAVE BEEN PROVIDED BY A VENDOR.

WE'VE LISTED THE NUMBER OF HOURS THAT HAVE BEEN PROVIDED BY INTERVENTIONISTS.

AND BY DEFINITION, TUTORING NEEDS TO BE SUPPLEMENTAL TO READING INSTRUCTION.

AND SO THIS WOULD NOT BE LIKE A TEACHER.

I'M IN MY READING BLOCK AND I COULD HAVE A GROUP OF THREE KIDS, AND THAT COUNTS FOR TUTORING. IT HAS TO BE IN ADDITION TO THE REGULAR READING BLOCK.

WELL, I. IF WE USE TEACHER HOURS, WE'LL NOTE THEM IN THE SAME WAY THAT WE'RE NOTING MTSS OR DYSLEXIA TEACHERS.

WELL, YOU KNOW, LOOK, TAKE THIS THE RIGHT WAY BECAUSE I KNOW YOU ALL'S HEARTS ARE IN THE RIGHT PLACE, BUT I DON'T REALLY GIVE A DAMN ABOUT COMPLIANCE WITH HOUSE BILL 4545.

I MEAN, WE SHOULD DO IT BECAUSE WE'RE SUPPOSED TO DO IT.

THAT'S RIGHT. BUT WE NEED THE TUTORING TO ACTUALLY WORK; RIGHT? LIKE IT NEEDS TO BE AUTHENTIC, EFFICIENT, EFFECTIVE TUTORING.

RIGHT? AND SO, YOU KNOW, IT'S STARTING TO FEEL LIKE TO ME, LIKE WE'RE MAKING COMMENTS LIKE WE COULDN'T COME UP WITH ENOUGH TUTORS, SO NOW WE'RE USING OUR TEACHERS.

AND NOW INSTEAD OF DOING SUPPLEMENTAL HOURS AFTER SCHOOL, WE'RE PULLING THEM OUT OF THEIR CLASSROOMS. LIKE IT'S SOUNDING WATERED DOWN TO ME, YOU KNOW WHAT I MEAN? AND THAT'S WHAT I WANT TO AVOID.

AND, YOU KNOW, MAKING IT A 10 TO 1 RATIO INSTEAD OF A 3 TO 1 RATIO MAKES IT SOUND EVEN FURTHER WATERED DOWN.

SO, YOU KNOW, I KNOW YOU ALL ARE TRYING TO MAKE THE BEST OF A BAD SITUATION AND DEAL WITH THE LABOR SHORTAGES THAT YOU HAVE.

BUT, YOU KNOW, WHETHER THEY COUNT AS 4545 HOURS OR NOT, DOESN'T MATTER IF THE KID'S NOT LEARNING HOW TO READ.

TRUSTEE MARSHALL I JUST WANTED TO ADD AND JUST KIND OF RECONFIRM THE PULL OUT ACTUALLY TAKES PLACE DURING THEIR INTERVENTION PERIOD AND THE INTERVENTION TIME THAT WE ADDED IN THE MASTER SCHEDULE, NOT DURING THEIR READING TIME.

SO IT ACTUALLY BE SUPPLEMENTAL.

WELL, THAT'S GOOD. THANKS FOR THAT CLARIFICATION.

YOU GET WHERE I'M HEADED HERE, THOUGH, RIGHT? I MEAN. AND YOU KNOW, I HATE TO TURN IT INTO LIKE A CAPITALISM COMPETITIVE LABOR MARKET THING, BUT FROM MY PERSPECTIVE, MOST MOST LABOR RELATED SHORTAGE ISSUES CAN BE SOLVED WITH HIGHER SALARIES.

PEOPLE CARE ABOUT WHAT THEY'RE PAID.

SO IF WE'RE REALLY STRUGGLING THAT MUCH TO FIND ADDITIONAL HELP, THAT ONE, A TUTOR, LET'S PAY THEM MORE, YOU KNOW.

SO I'D TAKE THAT APPROACH RATHER THAN THE LIKE.

IF WE'RE PULLING ON A LEVER TO SOLVE THIS PROBLEM, I DON'T LIKE PULLING ON THE RATIO LEVER BECAUSE IT MAKES IT FEEL LIKE IT'S NOT GOING TO BE AS EFFECTIVE.

I'D RATHER PULL ON THE SALARY LEVEL LEVER AND KEEP THE RATIO WHERE IT IS.

CAN I ALSO ADD OUR HOUSE BILL 4545 TUTORS THAT WERE TEACHERS WERE ALSO PAID $50 AN HOUR

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FOR THE TUTORING AS OPPOSED TO THE $20 AN HOUR WE TYPICALLY PAY FOR TUTORING.

YOU KNOW, THAT'S GREAT. BUT IF YOU DON'T HAVE ENOUGH, MAKE IT 100.

YOU KNOW WHAT I'M SAYING? LIKE, I'M GLAD YOU'RE PAYING THEM MORE.

I WANT TEACHERS TO EARN MORE.

BUT WE JUST GOT THROUGH SAYING WE DON'T HAVE ENOUGH OF THEM.

SO, YOU KNOW, AND AGAIN, WE'VE GOT $600 BILLION IN THE BANK.

SO I WANT BROADER THINKING HERE, RIGHT? LIKE I DON'T CARE IF YOU'RE PAYING THEM $500 AN HOUR.

RIGHT. SPEND THE MONEY.

TEACH THE KIDS TO READ.

DON'T SCREW WITH THE RATIO.

RIGHT. THANKS.

OKAY. WE HAVE TRUSTEE MACKEY, MICCICHE AND GARCIA.

TRUSTEE MACKEY? THANK YOU ALL FOR THIS. I JUST HAVE TWO QUICK QUESTIONS TO MR. SHAW AND MR. BATES. THANK YOU FOR THAT.

HOW MUCH ADDITIONAL MONEY DID IT COST US ON THIS NEW ELECTRIC CONTRACT TO BRING THOSE AMOUNTS LOWER? IT HAD ZERO FINANCIAL IMPACT ON THE DISTRICT.

AND SO IT COSTS THE SAME AS IT DID PREVIOUSLY? NO, OUR RATE DECREASED.

SO BY SWITCHING TO 100% RENEWABLE ENERGY RIGHT OUT OF THE GATE, WE WERE GOING TO SAVE ABOUT $1.5 MILLION A YEAR FOR TEN YEARS OF THE CONTRACT.

WE DID THAT IN CONJUNCTION WITH THE CITY'S PLAN AS WELL.

WE'RE FINDING OUT THAT IT IS A LITTLE OVER $1,000,000 A YEAR IN SAVINGS.

AND THEN ON TOP OF THAT, IT IS OUR USAGE THAT IS SAVING US AN ADDITIONAL ABOUT 300,000 A QUARTER. THAT'S AWESOME TO HEAR.

AND I THINK SO OFTEN WE THINK ABOUT THIS IS IT COSTS MORE IF WE DO SOMETHING LIKE THAT.

AND THIS IS A CASE AND IT SHOWS A LOT OF IT THAT IF WE'RE REALLY THOUGHTFUL ABOUT HOW WE'RE DOING THIS, NOT ONLY ARE WE SAVING $1.5 MILLION A YEAR THAT WE CAN THEN PUT BACK INTO PAYING OUR TUTORS MORE, PAYING TEACHERS MORE, DOING ALL OF THESE OTHER THINGS TO HELP STUDENT OUTCOMES.

BUT WE'RE ALSO DOING GOOD THING FOR THE SUSTAINABILITY OF THE DISTRICT.

I ALSO WANT TO THANK THE EFFORT AND ENERGY OF ALL OF THE COMMUNITY MEMBERS WHO HELPED TO KIND OF GET US TO THIS POINT.

I WONDER I KNOW THERE WAS A NUMBER OF OTHER GOALS THAT CAME FROM THAT SUSTAINABILITY COMMITTEE. HAVE WE MADE PROGRESS ON THOSE? THIS IS THE ENERGY CONTRACT SEEMS TO BE ONE OF THEM.

WHAT'S OUR PROGRESS LIKE ON THOSE OTHER GOALS, OR WHEN CAN THE BOARD EXPECT TO GET UPDATES ON ALL THE OTHER GOALS THAT WE KIND OF PUT FORTH IN THAT? SURE. AND I CAN PUT THAT IN THE BOARD UPDATE NEXT MONTH, BUT WE HAVE MADE SIGNIFICANT PROGRESS ON OUR CANOPY COVERAGE GOAL OF 25% FOR THE DISTRICT.

AND I'D ALSO LIKE TO THANK MR. BRANT ALFRED, BECAUSE IN HIS DESIGNS AND LANDSCAPING DESIGNS AND THINGS OF THAT NATURE, HE'S ABLE TO HELP US REACH THAT GOAL.

BUT THERE ARE MORE GOALS AND THAT THAT COMMITTEE THAT CONVENED IS STILL HELPING US TODAY.

WE'RE MAKING WE'RE MAKING STRONG PROGRESS ON OUR ROOFS AS WELL.

I KNOW THAT WAS A CONCERN.

AND THEY ALL HAVE THE LIGHTER SHADES, AS MR. MELLON WEST ADVOCATED.

AND WE'RE ADDING 25% OUR VALUE OR 25 OUR VALUE TO WHEN HE COMES BACK TO EACH OF THOSE NEW ROOFS. THANK YOU SO MUCH.

AND THEN DEPUTY SUPERINTENDENT CORDOVA ON THE HOLDSWORTH CENTER.

YOU KNOW, I KNOW WE HAVE, WE STARTED WITH THIS GROUP, BUT IF I REMEMBER CORRECTLY, THE HOLDSWORTH CENTER WORK IS OVER MULTIPLE YEARS, I THINK FIVE YEARS OR SOMETHING LIKE THAT.

IS THAT ACCURATE? THAT'S CORRECT.

WHAT DOES THIS ROLLOUT AND THE EXPANSION LOOK LIKE? BECAUSE I KNOW IT'S SUPPOSED TO TOUCH ALL ORGANIZATION, ALL ASPECTS AND LEVELS OF LEADERSHIP THROUGHOUT OUR ORGANIZATION.

SO WHAT IS THE NEXT STEPS LOOK LIKE WITH THE HOLDSWORTH CENTER AS WE GO FORWARD IN THE NEXT YEAR AND BEYOND? SO THIS SPRING WILL FINALIZE THE LEADERSHIP DEFINITION, THE VISION OF THE CLASSROOM, AND THE PORTRAIT OF A GRADUATE.

THOSE THREE DOCUMENTS WILL BECOME THE FOUNDATIONAL PLACE FOR ALL PROFESSIONAL DEVELOPMENT. SO THE WORK THAT WE DO WITH TEACHERS, THE WORK THAT WE DO WITH FUTURE LEADERS, WITH SITTING PRINCIPALS, THAT BECOMES REALLY THE THE WAY WE TALK ABOUT LEADERSHIP AND THE WORK THAT WE DO WITH OUR STUDENTS.

NEXT YEAR, 12 SCHOOLS WILL BEGIN THE PROCESS OF A TWO YEAR LEADERSHIP DEVELOPMENT PROGRAM. IN THE FIRST YEAR, IT'S THE PRINCIPAL PLUS A PARTNER FROM THE SCHOOL, AND IN THE SECOND YEAR IT'S THE PRINCIPAL PLUS A TEAM FROM THE SCHOOL.

I BELIEVE IT'S A TEAM OF FOUR OR FIVE PEOPLE FROM THE SCHOOL.

THE WORK THAT THEY DO IS BOTH PERSONAL DEVELOPMENT AS A LEADER, BUT ALSO WORK AROUND A PROBLEM OF PRACTICE SPECIFIC TO THEIR STUDENT ACHIEVEMENT OUTCOMES, WHERE THEY WORK ON DESIGNING NEW APPROACHES TO SOLVING THE STUDENT ACHIEVEMENT PROBLEM OF PRACTICE THAT THEY IDENTIFY FOR THEIR CAMPUS.

SO WE WILL HAVE FOUR COHORTS OF 12 LEADERS OVER THE NEXT FOUR YEARS WHO WILL PARTICIPATE

[01:50:05]

IN A TWO YEAR PROCESS.

IT'S THE FIRST COHORT OF SCHOOL LEADERS STARTS IN YEAR TWO.

THE SECOND COHORT STARTS IN YEAR THREE, AND THEN THERE WILL BE TWO COHORTS THAT START IN YEAR FOUR TO COMPLETE THE TWO YEARS IN THE FIVE YEAR GRANT.

THAT'S THAT'S HELPFUL.

I'M GLAD TO HEAR THAT WE'RE GOING TO HAVE SO MANY OTHER PEOPLE ENGAGED IN THIS PROCESS.

I KNOW. AND I'M SURE AN ELEMENT OF THIS IS FACILITATING EFFECTIVE TWO WAY COMMUNICATION UP AND DOWN THE ORGANIZATION IN AN EFFECTIVE, SAFE AND THOUGHTFUL MANNER.

HOW IS IT GETTING TO THIS? I KNOW IN LARGE ORGANIZATIONS THERE'S ALWAYS THE PERCEPTION OR ANECDOTES OF SOMEONE FEELING LIKE WHEN I WHEN I SHARE SOMETHING, IT DOESN'T GET HEARD OR I DON'T KNOW WHICH CHANNELS TO GO THROUGH, OR I GET IN TROUBLE FOR SPEAKING UP.

I'M NOT MAKING A COMMENT ON THAT IS OR ISN'T HAPPENING.

BUT IN LARGE ORGANIZATIONS, THAT'S SOMETHING I THINK WE HAVE TO BE EXTRA CONSCIOUS TO KIND OF BREAK DOWN AND MAKE SURE THERE ARE REALLY CLEAR AND THOUGHTFUL AND SAFE TWO WAY COMMUNICATION IN THE LEADERSHIP SPACES.

HOW DOES THIS HOLDSWORTH CENTER START TO GET TO THAT AND KIND OF WHAT STEPS ARE WE THINKING ABOUT TAKING TO MAKE SURE THAT WE'RE CONTINUING TO FOSTER THAT PIPELINE? YEAH, THAT'S A GREAT QUESTION.

SO THE INITIAL OPPORTUNITIES FOR FEEDBACK AND ENGAGEMENT WERE ACTUALLY CONDUCTED BY HOLDSWORTH STAFF AND NOT BY THE DISTRICT STAFF.

THAT CREATED, I THINK, AN OPPORTUNITY FOR THERE TO BE MORE HONEST DIALOG AND FEEDBACK.

WE'VE DONE BOTH SURVEYING AND FOCUS GROUPS TO SOLICIT INFORMATION AND USED THAT TO HELP GUIDE THE WORK OF THE LEADERSHIP DEFINITION.

WE'VE HAD MULTIPLE OPPORTUNITIES FOR DIFFERENT LEVELS OF THE ORGANIZATION TO ITERATE ON THE FEEDBACK AROUND THE LEADERSHIP DEFINITION.

AND WE'RE REALLY TRYING TO FOCUS ON MAKING SURE THAT SCHOOL LEADERS VOICE IS VERY MUCH REPRESENTED IN THIS WORK AND THAT WE ARE WORKING TO GET TEACHERS ENGAGED IN GIVING US OPEN AND HONEST FEEDBACK.

TRUSTEE MACKEY I WILL ALSO ADD, PEOPLE WERE VERY HONEST.

WE HEARD FROM OUR PRINCIPLES THAT THEY'RE ALL IN.

WE HEARD FROM OUR ASSISTANT PRINCIPALS THAT THEY'RE MOSTLY IN.

WE HEARD FROM OUR TEACHERS THAT THEY'RE TIRED AND THIS HAS BEEN ROUGH, AND NOW THEY'RE AT THE END OF THEIR ROPE. AND THUS WE'RE PIVOTING ON SOME OF THE THINGS THAT WE'RE DOING TO MAKE SURE THAT WE LISTEN TO OUR TEACHERS AS THEY WERE HONEST AND DIRECT WITH US.

THANK YOU FOR THAT CONTEXT. I THINK THIS IS AN ABSOLUTELY CRITICAL, IMPORTANT STEP TO REALLY ACHIEVE WHAT WE WANT TO ACHIEVE IN DALLAS ISD, TO BE ABLE TO HAVE THIS CLEAR, SAFE AND THOUGHTFUL COMMUNICATION. SO I'D BE HAPPY.

I'D LOVE TO HEAR AS WE CONTINUE TO UPDATE THIS AND AS WE THINK THROUGH THIS, HOW WE'RE MEASURING ITS EFFECTIVENESS, HOW WE ARE FINDING OUT IF PEOPLE ARE REALLY FEELING THAT THERE'S DIFFERENCE IN GROWTH COMING FROM THIS HOLDSWORTH CENTER IN THIS SPACE.

WE'LL JUST BE EXCITED TO KEEP THAT CONVERSATION GOING AND HEAR WHAT WE'RE THINKING ABOUT DOING THERE. SO.

MR. CHAIR, THAT CONCLUDES MY QUESTIONS.

THANK YOU. TRUSTEE MICCICHE? THANK YOU. I WANT TO ALSO THANK THE TEAM FOR THE GREAT WORK ON THE SUSTAINABILITY PROJECT AND I'M ALSO VERY ENCOURAGED BY OUR ABILITY TO PARTICIPATE IN THE HOLDSWORTH PROJECT.

I'M WONDERING IF THERE IS A WAY THAT WE ARE ABLE TO GET A COMMITMENT FROM THOSE WHO PARTICIPATE IN THE PROJECT TO TO STAY WITH THE DISTRICT.

OBVIOUSLY, DALLAS ISD IS A VERY SUCCESSFUL DISTRICT AND OUR PEOPLE ARE SUBJECT TO THE POSSIBILITY OF BEING RECRUITED AWAY.

AND I'M JUST WONDERING IF THERE'S ANY ABILITY TO MAKE PARTICIPATION IN THE HOLDSWORTH PROJECT SUBJECT TO A COMMITMENT NOT TO LEAVE WITHIN A CERTAIN PERIOD OF TIME.

I DON'T KNOW IF THAT'S POSSIBLE.

WELL, WE DID ACTUALLY IN THE APPLICATION PROCESS FOR SCHOOL LEADERS, ASK THAT THEY MAKE A COMMITMENT TO STAYING AT THEIR CAMPUS FOR THE TWO YEAR DURATION OF THE PROGRAM.

WE 100% AGREE THAT IT'S THE THE QUALITY IMPLEMENTATION OF THIS PROGRAM REALLY IS DEPENDENT ON THE TEAM THAT'S ENGAGED IN THE WORK.

AND BECAUSE IN THE FIRST YEAR, IT'S A PRINCIPAL PLUS ONE, AND IT'S NOT UNTIL THE SECOND YEAR THAT IT'S A TEAM THAT IT REALLY IS IMPORTANT FOR THE PRINCIPAL TO BE ABLE TO BE THERE OVER THE COURSE OF THE TWO YEARS.

SO THAT WAS ONE OF THE REQUIREMENTS IN THE APPLICATION PROCESS, IS THAT LEADERS BE WILLING TO COMMIT TO STAY AT THEIR SCHOOL FOR TWO YEARS.

OKAY. THANK YOU.

THE OTHER CONCERN I HAVE IS SIMILAR TO WHAT TRUSTEE MARSHALL CONCERNS WERE REGARDING THE

[01:55:04]

TUTORING. I, I TUTORED MYSELF AS A AS A VOLUNTEER FOR MANY YEARS AND FOUND IT VERY DIFFICULT TO DO MORE THAN TUTORING FOR TWO STUDENTS AT A TIME.

AND THE IDEA THAT A NONPROFESSIONAL TEACHER MIGHT HAVE TO DO TEN STUDENTS AT A TIME OR EVEN THREE STUDENTS, FIVE STUDENTS.

I JUST FIND IT HARD TO BELIEVE THAT THERE'S GOING TO BE A WHOLE LOT OF PROGRESS MADE WITH THOSE KINDS OF KINDS OF NUMBERS.

AND I CERTAINLY UNDERSTAND THE NEED TO CHECK THE BOX AND COMPLY WITH THE TEA REQUIREMENTS. AND THE ONLY THING I WOULD SUGGEST IS THAT YOU CONSIDER BEING AS STRATEGIC AS POSSIBLE WITH WITH THE WAY YOU ASSIGN TUTORS.

I DO THINK PROFESSIONAL TEACHERS WOULD BE HAVE A GREAT CHANCE OF DOING SOME REAL GOOD WITH A CLASS OF TEN OR TUTORING OF TEN.

BUT I JUST DON'T KNOW HOW ANYBODY ELSE WHO IS NOT A PROFESSIONAL TEACHER IS GOING TO BE ABLE TO HANDLE A GROUP THAT'S MORE THAN TWO OR THREE.

AND WHAT ARE THEIR SPECIFIC REQUIREMENTS AS TO WHO CAN TUTOR? DO YOU HAVE TO HAVE A TEACHER CERTIFICATION TO TUTOR OR ARE OR WHAT ARE THE REQUIREMENTS? NO. SO THERE'S NO SPECIFIC REQUIREMENTS, TRUSTEE MICCICHE FOR THAT.

IN TERMS OF CERTIFICATIONS FOR THE TUTORS, THEY ARE REQUIRED TO RECEIVE TRAINING.

THEY'RE REQUIRED TO UTILIZE THE MATERIALS THAT ARE APPROVED AND THEY'RE REQUIRED TO LOG THE HOURS. I WOULD SAY THAT WE ARE WORKING HARD TO AGAIN CONTRACT WITH VENDORS WHO PROVIDE THIS SERVICE, HIGH QUALITY SERVICE, AS WELL AS GATHER THROUGH OUR DALLAS TUTORING CORE TUTORS WHO HAVE A DEPTH OF KNOWLEDGE IN THE PARTICULAR AREAS THAT WE'RE LOOKING FOR.

OKAY. SO, SO, AGAIN, I'M JUST OFFERING THIS UP AS A SUGGESTION BECAUSE JUST WITH MY OWN PRACTICAL EXPERIENCE OF OF TUTORING, I JUST JUST DON'T THINK YOU CAN REALLY DO MORE THAN A TUTOR CAN REALLY HANDLE MORE THAN TWO OR THREE AT A TIME.

AND SO I THINK IF THE GROUP HAS TO BE LARGER THAN THAT NUMBER, THAT WE ENSURE THAT IT'S NOT A LAYPERSON DOING THE TUTORING, BUT THAT IT IS A TEACHER AND THAT IF A TEACHER HAS A LARGER NUMBER, IF A TEACHER, HAS SEVEN, EIGHT, NINE STUDENTS, THAT THEY GET COMPENSATED ACCORDINGLY. BUT BUT BUT GIVEN THE KINDS OF RATIOS THAT WE'RE TALKING ABOUT HERE, I THINK IT'S THE ONLY REALISTIC EXPECTATION IS THAT FOR A BIG GROUP, TEACHERS ARE THE ONES WHO NEED TO TUTOR THE BIG GROUPS AND THEY NEED TO BE COMPENSATED ACCORDINGLY.

BUT I WOULD ADD, I'M DRAWING NOT ONLY IN MY PERSONAL EXPERIENCE, BUT THE EXPERIENCE OF THE TEAM OF 40 OR SO PEOPLE THAT WE HAD TUTORING AS PART OF A VOLUNTEER PROGRAM, ALL OF THEM COLLEGE EDUCATED, THAT IT IS IT'S IMPOSSIBLE.

IT WAS IMPOSSIBLE FOR US ANYWAY TO DO MORE THAN TWO AT A TIME.

AND I HOPE IN YOUR PLANNING YOU WILL, IF YOU'VE GOT TO GO TO HIGH RATIOS, USE TEACHERS FOR THE HIGH RATIOS.

OTHERWISE, WE'RE JUST WE'RE MEETING THE REQUIREMENTS BUT NOT MAKING PROGRESS.

THANK YOU. OKAY, TRUSTEE GARCIA? THANK YOU FOR THE PRESENTATION.

I'LL GO BACK IN CHRONOLOGICAL ORDER WITH THE HOLDSWORTH DEVELOPMENT, PROFESSIONAL DEVELOPMENT. SO IF I'M UNDERSTANDING THIS CORRECTLY, THIS IS PROFESSIONAL DEVELOPMENT FOR OUR DISTRICT LEADERSHIP.

AND ONE OF THE THINGS THAT I'M REALLY CURIOUS TO KNOW IS YOUR PRELIMINARY INSIGHT AS HOLDSWORTH MEMBERS OF WHAT YOU ARE LEARNING, OR ONE OF THE MOST CRITICAL THINGS THAT YOU WOULD SAY MAKES THIS DIFFERENT THAN OTHER TRAININGS THAT YOU'VE HAD ACCESS TO OR HAVE PARTICIPATED IN. SURE.

YOU KNOW, I HAVE I'LL JUST SPEAK PERSONALLY.

AND WHEN THE SUPERINTENDENT COMES BACK INTO THE ROOM, I'M SURE HE WOULD BE MORE THAN WILLING TO WEIGH IN. I'VE HAD THE VERY GOOD FORTUNE TO PARTICIPATE IN MANY DIFFERENT

[02:00:03]

NATIONAL LEARNING COHORTS.

AND I WILL TELL YOU, I THINK THAT THE WORK THAT WE'VE ENGAGED IN THAT STARTED IN AUGUST OF THE THIS SCHOOL YEAR.

THIS IS BY FAR SOME OF THE BEST AND MOST INTENSIVE LEADERSHIP DEVELOPMENT THAT I'VE PERSONALLY EXPERIENCED.

AND IT HAS IT'S REALLY GROUNDED ON THE PREMISE THAT THE LEADERSHIP TEAM OF AN ORGANIZATION IS ESSENTIAL TO THE OVERALL SUCCESS OF THE TEAM, AND THAT PERSONAL LEADERSHIP AND PROFESSIONAL LEADERSHIP ARE TWO SIDES OF THE SAME COIN.

THAT HIGHLY FUNCTIONAL, HIGH FUNCTIONING LEADERSHIP TEAMS OPERATE WITH A HIGH DEGREE OF CANDOR, AND THAT OUR OVERALL SUCCESS IS PREDICATED ON OUR WILLINGNESS TO WORK IN COLLABORATION AND SPEAK HARD TRUTHS TO ADVANCE TOWARD OUR GOALS.

IN ADDITION TO THAT, WE'VE BEEN ABLE TO SPEND TIME THIS YEAR REALLY WORKING ON LEADERSHIP PIPELINES. AND SO WE HAVE BEEN WORKING ON HOW WE IDENTIFY FUTURE LEADERS, HOW WE MATCH LEADERS TO SCHOOLS, AND HOW WE ENSURE THAT THE HIRING PROCESS IS HAPPENING IN A WAY THAT GIVES US GREATER INSIGHT TO WHERE VACANCIES MAY OCCUR.

USING DATA TO HELP PROJECT THE NUMBER OF VACANCIES ON AN ANNUAL BASIS SO THAT WE CAN MAKE SURE THAT WE'VE GOT A PIPELINE OF POTENTIAL APPLICANTS TO THE NUMBER OF POTENTIAL VACANCIES IN A MUCH MORE STRATEGIC WAY.

THAT'S THAT'S EXCELLENT.

I THINK ONE OF THE THINGS THAT I'M MOST EXCITED ABOUT IS SOME OF THE PRELIMINARY OUTCOMES THAT ARE COMING FROM THIS TRAINING, WHICH WAS THE PORTRAIT OF A GRADUATE AND A FEW OTHERS. SO. AND I WOULD ADD ALONG TO THAT, THAT, OF COURSE, THE THE LEADERSHIP OF THE DISTRICT, ALONG WITH THE BOARD TO ME IS IN SYNERGY GOING TO MAKE THE GREATEST DIFFERENCE FOR OUR STUDENTS. SO I APPRECIATE I BELIEVE MANY OF YOU DRIVE THERE DURING THE WEEK OR AS YOU DO. SO THANK YOU FOR PARTICIPATING IN THIS.

AND ULTIMATELY IT STANDS FOR THE BENEFIT OF OUR ENTIRE STUDENT BODY.

I'LL MOVE ON TO ATTENDANCE ON LOW ATTENDANCE AFTER SCHOOL FOR TUTORING.

THERE'S A POINT HERE MADE ABOUT STUDENTS OPTING OUT OR FAMILIES OPTING OUT OF THIS AFTER SCHOOL OPTION. IF THAT'S THE CASE, THEN ARE THE ALTERNATIVES THEN TO JUST CREATE MORE TIME DURING THE SCHOOL DAY, DURING THE MORNINGS? WHAT ARE WE RESOLVING AROUND THAT? THAT WAS PART OF THE CONVERSATION WHICH YOU PUT TO ADD AN ACTUAL CLASS PERIOD INTO THE MASTER SCHEDULING OPTION.

SO IF FAMILIES ARE NOT COMFORTABLE OR UNABLE TO ATTEND BEFORE OR AFTER SCHOOL, HOW CAN WE CAPTURE TIME DURING THE DAY THAT SUPPLEMENTAL TO THE CORE INSTRUCTION TO ALLOW THAT TUTORING TO OCCUR? SO THAT WOULD MEAN LIKE AN ADVISORY PERIOD WOULD BE TURNED INTO THE SPECIFIC TUTORING TIME PERIOD. WE WE ACTUALLY HAVE A READING INTERVENTION COURSE CODE THAT CAN BE UTILIZED.

SO THEY WOULD HAVE AN ENGLISH CLASS ONE PERIOD AND RIGHT AFTER THAT THEIR READING INTERVENTION CLASS WOULD OCCUR.

AND SO IT'S ACTUALLY BUILT INTO THEIR CLASS SCHEDULE.

OKAY. AND THEN WITH REGARDS TO THE SUMMER SCHOOL 2022 PROGRAMING, YOU MENTIONED THAT THIS WOULD BE COMPLIANT TO THE HOURS THAT ARE NECESSARY.

YES, MA'AM. THE STUDENTS HOURS OF REQUIRED HOURS NEED TO BE MET BY THE END OF THE SCHOOL YEAR. OR DOES THIS SUMMER PROGRAMING COUNT TOWARDS THAT ALLOTMENT? WE ACTUALLY HAVE PERMISSION FROM TEA AT THIS POINT TO COUNT OUR SUMMER HOURS FOR 2022, FOR THE UPCOMING SCHOOL YEAR, FOR THE UPCOMING SEASON.

SO IT WILL GIVE US A JUMP ON THE REQUIRED HOURS THAT WOULD GO INTO NEXT YEAR.

OKAY. EXCELLENT. EXCELLENT.

THAT'S REALLY GOOD TO KNOW. AND THEN.

OKAY. NOW MOVE ON TO THE NEXT THING FOR OUR GREEN EARTH DAY.

VERY EXCITED ABOUT THIS.

THIS PRESENTATION I WANTED TO ASK ABOUT.

WE TALKED ABOUT THE COST SAVINGS THAT HAVE COME FROM THIS GREEN.

A PROCLAMATION THAT WAS MADE IN DISD.

WHERE ARE WE ANTICIPATING BEING ABLE TO REPURPOSE THE SAVED MONEY OR ARE WE SPECIFICALLY PUTTING IT TOWARDS GREENER BUILDINGS, LOOKING AT ELECTRIC BUSSES? ARE THERE ANY SPECIFIC WAYS THAT WE'RE USING THESE COST SAVINGS? I WOULD I DON'T KNOW ABOUT THE ACTUAL COST SAVINGS AS MUCH AS IT GOES TO OUR OVERALL ANNUAL OPERATING BUDGET.

AND THAT WILL FALL TO THE BOTTOM LINE WHAT WE DON'T USE.

BUT SINCE THE RESOLUTION WAS PASSED, WE HAVE PASSED IN THE 2020 BOND, ANOTHER GREEN INITIATIVE OF $10 MILLION.

SO WE'LL BE USING THAT MONEY TO ENHANCE SOME OF OUR FACILITIES WITH SOLAR AND DIFFERENT THINGS OF THAT NATURE.

NET ZERO TYPE STUFF.

OKAY, EXCELLENT.

AND THAT'S ALL I HAVE FOR ONE.

THANK YOU. TRUSTEE FOREMAN.

[02:05:01]

THANK YOU. SORRY I DIDN'T GET TO HEAR ALL OF THE PRESENTATIONS, SO SOME OF MY QUESTIONS MIGHT SEEM A LITTLE SILLY, BUT JUST BEAR WITH ME, PLEASE.

FIRST OF ALL, PARTICIPATING IN THE HOLDSWORHT LEADERSHIP PROGRAM, WHERE HAS THIS HAPPENED IN THE PAST? WHAT KIND OF RESULTS DID THEY HAVE THAT WE ARE TRYING TO MAKE SURE THAT WE HAVE THE SAME KIND OF POSITIVE RESULTS? SO THANK YOU. THE HOLDSWORTH CENTER ONLY SERVES DISTRICTS IN TEXAS.

THERE HAVE BEEN TWO COHORTS OF SIX DISTRICTS EACH, SO 12 OTHER TEXAS DISTRICTS THAT HAVE PARTICIPATED IN THIS WORK.

AND I BELIEVE, DR.

HINOJOSA, ARE THEY IN THE THIRD YEAR? YES, OF IMPLEMENTATION.

ARLINGTON AND MESQUITE WERE IN PREVIOUS COHORTS.

ROUND ROCK WAS IN THE PREVIOUS COHORT.

I CAN'T RECALL WHO THE OTHERS WERE.

WELL, WE CAN FOLLOW UP.

I'M WORRIED ABOUT THE SUCCESS.

SURE. WE OFTEN BRING NEW PROGRAMS TO THE TABLE, BUT WE HAVE EMBEDDED THOSE PROGRAMS TO MAKE SURE THAT THEY WILL BE SUCCESSFUL AND EVEN MATCH WHAT WE'RE TRYING TO DO.

SO I'M INTERESTED IN THE SUCCESS.

YOU KNOW, SOMETIMES WHEN THINGS ARE GIVEN TO YOU, THAT DOESN'T MEAN IT'S ALWAYS THE BEST THING. AND SO WE NEED TO MAKE SURE THAT WHAT WE'RE GETTING IS SOMETHING THAT'S GOING TO HELP MOVE US FORWARD.

AND WE ARE THE SECOND LARGEST DISTRICT IN TEXAS.

SO WOULD IT WORK FOR OUR DISTRICT? I DON'T KNOW. I'M ASKING THOSE QUESTIONS BECAUSE THOSE ARE QUESTIONS I THINK SHOULD HAVE BEEN ASKED AS WE BEGIN TO IMPLEMENT THIS KIND OF A PROGRAM.

THE OTHER THING THAT I THOUGHT WAS INTERESTING AND STRIKING TO ME WAS THAT WE STARTED AT THE ADMINISTRATIVE LEVEL IN TERMS OF TRYING TO CODIFY WHAT GOOD LEADERSHIP LOOKS LIKE, BUT WHERE DO WE STRUGGLE THE MOST? AT THE SCHOOL LEVEL.

THAT'S WHERE WE STRUGGLE THE MOST.

BUT WE CONTINUE TO FOCUS ON.

POSITIONS IN ADMINISTRATION INSTEAD OF REALLY TAKING A DEEP DIVE ON.

WHY IS IT THAT OUR SCHOOL LEADERSHIP IS NOT GETTING WHAT THEY NEED? AND I SAY THAT, THAT'S A RHETORICAL QUESTION.

SURE. I WILL SHARE WITH YOU.

I THINK YOU MIGHT NOT HAVE BEEN HERE YET.

I SAID I HADN'T BEEN HERE, SO.

THAT'S OKAY. AND SO I JUST WANTED TO SHARE WITH YOU WHEN YOU LOOK AT THE MAP THAT SHOWED THE SEQUENCE OF THE FIVE YEARS THAT'S ACTUALLY LOOKED AT THAT THAT'S THAT'S ESTABLISHED BY THE HOLDSWORTH CENTER.

BUT DURING YEARS, YEARS ONE AND TWO THERE, THE CENTER DID EXTENSIVE OUTREACH TO SCHOOL LEADERS AND TO TEACHERS TO HELP INFORM THE PROCESS AROUND THE LEADERSHIP DEFINITION.

AND SO WHILE IT LOOKS LIKE IT'S STARTING WITH DISTRICT LEADERSHIP, MUCH OF THE OUTREACH AND THE FEEDBACK CAME DIRECTLY FROM SCHOOL.

BUT THAT'S WHAT IT SAYS.

YEAH, THAT IT STARTS WITH DISTRICT LEADERSHIP.

I MEAN, YOU JUST LOOK LIKE IT.

IT SAYS IT. AND SO THAT TO ME BECOMES A SITUATION.

WE JUST NEED TO REALLY START TO CONCENTRATE ON THE 230 SOME SCHOOLS THAT WE HAVE, AS OPPOSED TO KEEP REINVENTING OURSELVES AND MAKING OURSELVES LOOK GOOD IN ADMINISTRATION.

WE NEED TO CONCENTRATE ON THOSE SCHOOLS.

THAT'S JUST A THOUGHT FROM THIS ONE TRUSTEE.

SO I THINK TRUSTEE MICCICHE ASKED ABOUT WHAT KIND OF A COMMITMENT DID WE GET TO ENSURE THAT THE PRINCIPALS I'M ASSUMING THE PRINCIPALS WOULD STAY.

AND WE SAID IT'S A TWO YEAR COMMITMENT FROM THE PRINCIPALS.

IS THAT A WRITTEN COMMITMENT OR IS THAT JUST AN UNDERSTANDING? I WOULD SAY IT WAS PART OF THE APPLICATION PROCESS THAT THEY WOULD MAKE THE TWO YEAR COMMITMENT. I DON'T THINK IT'S A.

IS THAT A WRITTEN COMMITMENT OR A UNDERSTANDING? I THINK IT'S PROBABLY MORE OF AN UNDERSTANDING.

THAT'S WHAT I THOUGHT.

SO THERE'S NOTHING TO TIE THAT DOWN.

AND WE KNOW, TIFFANY, THAT WE CONSISTENTLY HAVE TURNOVER IN OUR SCHOOL LEADERSHIP IN TERMS OF PRINCIPALS AND ASSISTANT PRINCIPALS.

SO THAT CONCERNS ME ALSO.

AND I WAS JUST TRYING TO MAKE SURE I UNDERSTOOD THAT.

AND THE NEXT THING AND SHANNON, THIS IS SOMETHING YOU AND I'VE HAD MANY CONVERSATIONS ABOUT IN TERMS OF THE WHOLE TUTORING PROCESS AND WHY I THINK WE ARE FALLING SOMEWHAT BEHIND IN TERMS OF TUTORING.

I WAS GLAD TO HEAR YOU IDENTIFIED TO TRUSTEE MICCICHE THAT THERE ARE NO SPECIFIC

[02:10:02]

REQUIREMENTS REGARDING TUTORING.

AND I'VE SAID IT OVER AND I'LL CONTINUE TO SAY IT.

THIS IS THAT WE HAVE A LOT OF TEACHERS THAT HAVE LEFT THE DISTRICT.

WE HAVE A LOT OF GREEK ORGANIZATIONS, PARTICULARLY IN MY COMMUNITY, WITH A LOT OF TEACHERS, AND I DON'T THINK WE'VE REACHED OUT TO THEM.

WE FALL SHORT BECAUSE WE'RE NOT REACHING IN THE RIGHT PLACES.

THAT'S MY OPINION.

JUSTIN IS, DON'T YOU REMEMBER THE GREEK ORGANIZATION? YES, MA'AM. KAPPA ALPHA PSI FRATERNITY.

I DIDN'T ASK YOU TO NAME IT.

I JUST ASKED THE QUESTION.

YES, BUT THERE ARE MANY.

SO AND THE GROUP THAT OVERSEES THEM ARE IS THE [INAUDIBLE].

SO I THINK WE NEED TO LOOK IN SOME OF THE RIGHT PLACES TO BE ABLE TO TRY TO FIND SOME OF THESE TUTORS THAT WE NEED.

BECAUSE LOOKING AT THESE ORGANIZATIONS AND MOST OF THEM ARE ORGANIZATIONS OR COMPANIES THAT HAVE BEEN VETTED BY THE STATE.

SO A THOUSAND DISTRICTS IN THE STATE, MOST OF THEM ARE SMALL.

SO DO YOU THINK THEY'RE LOOKING AT WHAT WE NEED AND WHAT HOUSTON NEEDS? PROBABLY NOT.

PROBABLY NOT.

AND SO WE'VE GOT TO BE A LITTLE BIT MORE INNOVATIVE IN MY WAY OF THINKING, OF TRYING TO TRY TO GET MORE TUTORS.

AND I AM IN TOTAL AGREEMENT WITH TRUSTEE MICCICHE, IS THAT IF YOU THINK A SINGLE TUTOR IS GOING TO BE ABLE TO HANDLE MORE THAN TWO KIDS, IT'S NOT GOING TO HAPPEN.

IT IS NOT GOING TO HAPPEN.

IT'S JUST TOO HARD TO DO.

THEY CAN'T HANDLE THE GROUP SETTING.

AND I'LL STOP ON THAT PARTICULAR PIECE BY SAYING MANY OF OUR TEACHERS WOULD TUTOR IF WE PAID THEM. THEY WOULD IF WE PAID THEM.

THEY'RE NOT GOING TO DO IT FOR FREE.

WE DO. WE DO, BUT WE'RE NOT APPROACHING IT, I THINK, IN THE RIGHT MANNER.

BE HAPPY TO TALK WITH YOU. AND I THINK ONE OF THE THINGS YOU'RE TALKING ABOUT THAT ADDITIONAL PERIOD MIGHT BE WHAT WE COULD BE TALKING ABOUT.

BUT BUT I THINK MANY OF OUR TEACHERS AND THEY KNOW US.

THEY KNOW OUR KIDS.

THEY KNOW OUR KIDS. THEY'RE FAMILIAR WITH OUR KIDS AND THEY KNOW OUR KIDS.

SO THEY WOULD BE REALLY, REALLY GOOD.

AND THEN I WANT TO GET ON TO THE THE GREEN PROGRAM.

AND I ASKED THIS WHEN WE INITIATED THE GREEN PROGRAM, HOW MUCH MORE IS IT COSTING US TO BUILD OUT GREEN IN THE COMPARISON TO WHAT WE'RE SAYING? AS OF TODAY, THERE'S ZERO FINANCIAL IMPACT IN BUILDING OUT GREEN.

THE BOND DOES HAVE AN INITIATIVE TO BUILD OUT A SCHOOL OR A COUPLE OF SCHOOLS WITH OUTFITTING THEM WITH SOLAR PANELS OR THINGS LIKE THAT.

WHAT WE ARE SEEING IS, AND AGAIN, THANKS TO OUR 2020 BOND AND THE VISION OF OUR DEPUTY CHIEF, WE'RE ENHANCING OUR HVAC SYSTEMS AND WATER FILTRATION SYSTEMS TO ACTUALLY SAVE US MONEY. YOU'RE TELLING ME THAT TO BE LEEDS IT DOESN'T COST MORE TO BUILD OUT LEEDS? NO, MA'AM, THAT DOES COST IF WE APPLY FOR THAT CERTIFICATION.

I KNOW IT DOES. SO WE HAVEN'T, SINCE THAT MEETING, WE HAVEN'T TAKEN THAT ROUTE.

WE HAVEN'T APPLIED FOR A LEED CERTIFICATE TO HANG ON THE WALL.

I THINK THAT WAS BOTH SOMETHING THAT YOU AND TRUSTEE FLORES HAD TALKED ABOUT.

WE'RE GOING WITH WHAT IS BASICALLY FREE AND IT'S OUR CHIP CERTIFICATION.

SO WE HAVE NOT ADDRESSED TRYING TO SIGN UP FOR LEED CERTIFICATE.

WE DO LOOK AT THEIR STANDARDS AND WE TRY TO MEET THEM WHERE POSSIBLE.

BUT WE DON'T WE'RE NOT SPENDING THE MONEY TO GET THE CERTIFICATE.

WE'RE LOOKING AT THE STANDARDS.

YES, MA'AM. BUT THAT WAS MY CONCERN TO START WITH.

AND THAT REMAINS MY CONCERN.

AND IT WAS HEARD. YES, MA'AM.

OKAY. ALL RIGHT. THAT THAT MAKES ME FEEL A LITTLE BIT BETTER.

AND LET'S SEE.

OKAY. TRUSTEE. ALL RIGHT.

NOW. OKAY. THANK YOU, TRUSTEE HENRY? THANK YOU. EXCUSE ME. THANK YOU.

I'LL BE BRIEF.

GIVE ME ONE SECOND.

ONE THAT THE FIRST SLIDE THAT SAYS SUPERINTENDENT REPORT JUST A SUGGESTION.

IT LOOKS LIKE SOME OF OUR DALLAS ISD KIDS BE NICE TO KNOW.

I DON'T KNOW. MAYBE IT'S NOT THEM.

HOPE IT'S NOT IN MY DISTRICT. DON'T LOOK TERRIBLE IF IT IS, BUT WHAT SCHOOL IT IS.

[02:15:02]

AND IF WE CAN DIG DOWN TO THE STUDENTS NAME, I JUST THINK WE'RE HAVING SIDES WITH OUR KIDS. IT'D BE NICE TO ACKNOWLEDGE THE SCHOOL, THE CAMPUS THAT THEY'RE REPRESENTING AND IN THEIR OWN INDIVIDUAL NAMES OR SOMETHING ABOUT THEM.

I DON'T KNOW. JUST A SUGGESTION AS WE CONTINUE TO USE OUR OWN KIDS ON SOME OF THESE SLIDES. DID YOU? DO WE HAVE A LIST OF THE FOLKS THAT ARE ATTENDING? HOLDSWORTH? I GUESS IN THE YEAR, ONE YEAR TO DISTRICT LEADERSHIP.

WE'RE NOT AT CAMPUS LEADERSHIP YET.

WE'RE NOT AT CAMPUS LEADERSHIP YET.

NO. WE WILL HAVE A WRITTEN REPORT IN THE BOARD UPDATE TOMORROW THAT GOES INTO MORE WRITTEN DETAIL BOTH ON THE DISTRICT LEADERSHIP PROGRAM AND ON THE DISTRICT SUPPORT PROGRAM. YEAH, I WOULD LIKE TO KNOW THAT PRIMARILY TO TRACK, BECAUSE IF YOU'RE INSTILLING THESE DIFFERENT MINDSETS AND FRAMEWORKS AND ALL THIS OTHER STUFF THAT THESE FOLKS ARE GETTING DOWN THERE, IT WOULD BE NICE TO KNOW WHO THEY ARE AND THEN ALSO TRACK OVER TIME RETENTION, FRANKLY, BECAUSE IF IT'S DISTRICT LEADERSHIP, QUOTE UNQUOTE, I'M ASSUMING THAT THEY'RE FOLKS THAT THE DISTRICT VALUES AS LEADERS.

AND IF DISD VALUES ITS LEADERS, I'LL BET YOU SOME OTHER FOLKS DO AS WELL.

SO, YOU KNOW, ALL THIS INVESTMENT IN FOLKS AND TRYING TO TRAIN AN ORGANIZATION ENSURE THAT THOSE FOLKS. STAY IN THE ORGANIZATION TO SOME EXTENT.

I KNOW YOU SAID CAMPUS LEADERSHIP ARE ASKED THE QUESTION.

IT'S JUST AN UNDERSTANDING, YOU KNOW, PART OF THE APPLICATION, MAYBE.

DO YOU INTEND TO STAY FOR TWO YEARS? WE CAN'T HOLD THEM TO THAT, I'M ASSUMING.

DO WE DO THE SAME WITH DISTRICT LEADERSHIP? IS THERE AN APPLICATION PROCESS FOR THE DISTRICT LEADERSHIP? WERE THEY ASKED, DO YOU INTEND TO STAY IN THE DISTRICT? SO THE DISTRICT LEADERSHIP PROGRAM RIGHT NOW IS FOCUSED ON THE SUPERINTENDENT, DR.

LEAR, MYSELF, CHIEF TREJO, CHIEF HEWITT.

CHIEF ABLE AND CHIEF LUSK.

SO THE SEVEN MEMBERS OF THE SUPERINTENDENT'S TEAM ARE THE PARTICIPANTS IN THE WORK AT THE HOLDSWORTH CENTER RIGHT NOW.

SO NOT ALL CHIEFS.

NOT ALL THE CHIEFS, NO. WE DO BRING THAT WORK BACK AND WORK WITH THE WHOLE CHIEFS TEAM ON WHAT WE'RE LEARNING. WERE THEY SELECTED BY YOU? DO THEY APPLY? THEY GAVE US SOME CRITERIA.

AND IT WAS KIND OF STRANGE BECAUSE SOME DISTRICTS ARE A LOT SMARTER THAN US.

SO THEY WORKED WITH US.

LIKE SOME DISTRICTS, ONE PERSON HANDLES ALL OF THEIR ACADEMICS AND SCHOOL LEADERSHIP LIKE CEDAR HILL. SO THEY CUSTOMIZE IT FOR A LITTLE BIT.

BUT THEY WANTED TO HAVE TEACHING AND LEARNING.

THEY WANT TO HAVE SCHOOL LEADERSHIP.

AND THEN WE ALSO INSISTED THAT THEY HAVE HR IN IT.

AND SO IT WAS A NEGOTIATION, BUT IT NEEDED TO HAVE THE SENIOR LEADERSHIP PEOPLE, ESPECIALLY THOSE IN CHARGE OF LEADERSHIP AND PEOPLE.

AND THERE WAS AN APPLICATION PROCESS.

WE ALL HAD TO SUBMIT.

MY HIGH LEVEL CONCERN, I'M ALL FOR TRAINING IS THAT IF ANY ORGANIZATION YOU SPEND ALL THIS TIME UP FRONT DOING HR TRAINING TO GET SOMEONE TO BECOME THEN LOSE THEIR JOB AND YOU LOSE THE TOWN AND THE POLICE HAVE TO DEAL WITH THIS POLICE FORCE THAT MY COMPANY HAS TO DEAL WITH, THAT YOU TRAIN THESE FOLKS AND AS SOON AS THEY BECOME EXCEPTIONAL, THEY'RE GONE.

SO YOU TRAIN SOMEBODY FOR SOMEBODY ELSE EFFECTIVELY.

SO ESPECIALLY SOMETHING HERE WHERE IT SEEMS LIKE THEY'RE TRYING TO EMBED THESE VALUES IN THE DISTRICT. LIKE, WE DON'T WANT TO LOSE THAT SUBSTANCE.

I WOULDN'T. SO IT'S GOING TO BE QUICK.

I'LL DO THE TUTORING QUESTIONS OFFLINE.

BUT I SHARE A LOT OF MY COLLEAGUES CONCERNS.

I JUST WANT TO ACKNOWLEDGE I'M NOT KNEE DEEP IN THIS.

BUT, YOU KNOW, IF OUR ENERGY USAGE WAS MY DAUGHTER WOULD LOVE THIS WAS 15,144 TONS AND THAT'S A REDUCTION FROM 409.

THAT'S REMARKABLE.

IT FEELS REMARKABLE.

IT'S HISTORIC.

YEAH. TO CUT THAT MUCH EMISSIONS IN A DECADE.

IT WAS THE ONLY SCHOOL DISTRICT TO GO 100% RENEWABLE.

MOST OF IT BEING IN THE LAST TWO YEARS.

IS THAT I'M READING THIS.

THIS CUT OUT FROM EARTH DAY 2020 TO EARTH DAY 2022.

YEAH. I JUST WANT TO GO ON RECORD THAT THAT'S REMARKABLE.

I HOPE WE CONTINUE TO MAKE THAT PACE.

IT'S FUN IF YOU ASK OUR KIDS AND HAVE CONVERSATIONS.

THOSE ARE THE PEOPLE THAT WERE COMING TO OUR MEETINGS BACK IN THE DAY ABOUT THIS.

IF YOU ASK HIGH SCHOOL STUDENTS ALL THE WAY DOWN TO KINDERGARTEN STUDENTS, THEY'RE VERY PASSIONATE ABOUT THIS IDEA OF THE ENVIRONMENT AND SO I THINK THIS IS A GOOD REFLECTION OF, YOU KNOW, MAKING SURE WE.

REFLECT THEIR CONCERNS AS KEY CONSTITUENTS IN OUR DISTRICT, BUT ALSO PROTECT THEIR FUTURE. THERE'S NO POINT TALKING ABOUT ACADEMICS.

THERE'S NO POINT IN ACADEMICS IF THE EARTH ISN'T VIABLE.

SO. IT SOUNDS EXTREME, BUT I DON'T THINK IT IS.

SO THAT'S ALL I HAVE ON ALL THE TOPICS THINKING.

[02:20:01]

OKAY. THANK YOU, TRUSTEE. SO WE'LL MOVE ON TO 6B, 2022-2023 BUDGET ASSUMPTIONS.

DWAYNE THOMPSON. COME ON DOWN.

GOOD AFTERNOON. QUICKLY GO THROUGH THE BUDGET ASSUMPTIONS.

THIS IS, AS YOU REMEMBER, THE BUDGET PROCESS IN APRIL.

WE KIND OF GIVE YOU THE HIGH OVERVIEW OF WHAT THE BUDGET ASSUMPTIONS ARE BASED ON VALUES AND SO FORTH. AND THEN IN MAY WE GET A DEEPER DOVE, AND THEN IN JUNE WE ASK THE BOARD TO APPROVE. SO THIS IS THE START OF THAT BUDGET PRESENTATION TO SHOW AT A HIGH LEVEL WHAT WE'RE. WHAT YOU'RE GOING TO BE SEEING COMING IN MAY, AND WE ARE GOING TO HAVE A BOARD WORKSHOP ON THAT AFTER THE BRIEFING IN MAY, AND WE'LL BE ABLE TO DETAIL OUT EVEN MORE INFORMATION. ONE OF THE MOST AS WE GET READY FOR THE NEXT YEAR, THE QUESTION GENERALLY COMES UP IS HOW ARE WE DOING? AND THIS YEAR? SO WE PUT IN THE YEAR TO DATE.

AND I WILL NOTE THAT IN ALL THESE SLIDES, IT'S THROUGH THE END OF FEBRUARY.

YES, MARCH HAS CLOSED, BUT WE HAVEN'T AS FAR AS CALENDAR CALENDAR, BUT WE HAVEN'T CLOSED THAT FISCAL PERIOD YET.

SO WE'RE IN THE PROCESS OF DOING THAT.

SO THE LATEST COMPLETE UP TO DATE IS THROUGH FEBRUARY, WHICH YOU SEE HERE.

SO THE FIRST IS REVENUE.

WE HAD JUST UNDER $1.7 BILLION WORTH OF REVENUE ESTIMATE WERE AT 1.5.

WE ARE TRACKING VERY WELL IN REVENUE.

AND SO WE WILL MEET WE ANTICIPATE MEETING OUR OVERALL REVENUE GOAL.

IF YOU DID SEE THE ARTICLES, WE DID GET GOOD NEWS AND I WANT TO THANK THE COMMISSIONER FOR STAYING VIGILANT ON THIS.

BUT WE DID GET AN UPGRADE TO THE HOLD HARMLESS.

SO THE WAY THE HOLD HARMLESS IS NOW WORKING AS OUR, FOR 19-20 SCHOOL YEAR THE FIRST FOUR SIX WEEKS OF ATTENDANCE WHATEVER RATE THAT WAS IN OUR CASE, THAT WAS 93.48%.

THAT WILL REPLACE OUR CURRENT RATE FOR THE FIRST FOUR SIX WEEKS, WHICH WAS 91.09.

SO WE WILL BE BACK TO AN ATTENDANCE RATE THAT IS MORE COMPARABLE TO PRE-PANDEMIC FOR THIS FISCAL YEAR. SO THAT WILL HELP US MEET OUR REVENUE GOALS FOR THIS FISCAL YEAR.

SO WE WILL HAVE, IT WILL BE ACTUAL ON THE FIFTH AND SIXTH WEEK ATTENDANCE, BUT FOR THE FIRST FOUR OR SIX WEEKS, IT WILL BE BASED ON THE 19-20 PRE-PANDEMIC.

SO THE NEXT SLIDE IS YEAR TO DATE EXPENDITURES.

AND WE'VE, WE HAD 1.850 AS A AS A BUDGET AND WE'VE EXPENDED A BILLION JUST 1,000,000,001.

SO THE COUPLE OF THINGS I WANT TO POINT OUT IS YOU LOOK UNDER CONTRACTED SERVICES, THERE'S A FAIRLY LARGE BALANCE THERE.

THAT'S WHERE RECAPTURE IS.

SO WE DON'T MAKE OUR RECAPTURE PAYMENT TILL THE END OF THE YEAR WHEN WE DO THE NEAR-FINAL WITH THE STATE. AND SO THAT REALLY GOES TO THEM.

IT'S POSTED IN THIS FISCAL YEAR, BUT IT'S REALLY DONE IN CLOSE TO AUGUST.

AND THEN IF YOU LOOK AT THE WHEN YOU LOOK AT ACTUALS BECAUSE OF THE PAYMENTS TO TEACHERS ARE FROM SEPTEMBER TO AUGUST, WE STILL HAVE SIX MONTHS OF ACTUAL PAYMENTS TO OUR TEACHERS AND SALARIES OVER THE COURSE OF THE REMAINING PORTION OF THE YEAR.

WE ARE TRACKING WELL ON EXPENDITURES AND I WOULD ALSO POINT OUT THAT WHEN WE DID THE BUDGET LAST YEAR, WE HAD SOME ESSER ITEMS THAT WE HAD IN THE BUDGET.

SO WE WILL BE UNDER BUDGET FOR THIS FISCAL YEAR.

AND SO WE ARE TRACKING, TRACKING VERY WELL.

THE NEXT SLIDE JUST BREAKS IT DOWN BY THE VARIOUS CATEGORIES.

THE FUNCTION SERIES, THE NUMBERS ARE THE SAME, IT JUST BREAKS IT DOWN.

SO YOU CAN SEE THAT THE DIFFERENT AREAS OF HOW MUCH HAS BEEN SPENT TO DATE AND AND WHAT'S REMAINING AGAIN RECAPTURE IS DOWN IN INTER-GOVERNMENTAL CHARGES.

SO THAT'S WHY THAT LARGE ITEM IS STILL SITTING THERE.

AS WE GET INTO THE ACTUAL ASSUMPTIONS WE'RE STILL ANTICIPATING.

SO THIS THIS YEAR IS A LITTLE DIFFERENT.

IT SEEMS LIKE EVERY YEAR I DO A PRESENTATION, EVERYTHING IS A LITTLE BIT DIFFERENT, BUT THIS YEAR HAS A NEW NUANCE IN IT.

SO WE ARE STILL PREDICTING A 4% INCREASE IN OVERALL VALUE, BUT THAT IS NET OF THE ADDITIONAL HOMESTEAD EXEMPTION.

SO THE STATE PUT INTO PLACE FOR THIS THIS YEAR TO GO FOR THE HOMESTEAD EXEMPTION TO GO TO

[02:25:02]

40,000. IT'S IN STATUTE FOR 15,000.

THIS BOARD AND OTHER BOARDS HAD THE OPTION TO DO A LOCAL HOMESTEAD EXEMPTION UP TO 25.

SO OUR CURRENT HOMESTEAD EXEMPTION IS 25, BUT IN THIS FISCAL YEAR, IT WILL BE 40,000.

HOMESTEAD EXEMPTION, THERE IS A MAY ELECTION THAT IS A REQUESTING A CHANGE TO THE CONSTITUTION TO MAKE THE 40,000 PERMANENT.

SO WE'VE TRIED TO FACTOR IN OUR ANTICIPATION AS IT RELATES TO THE HOMESTEAD EXEMPTION TO SAY EVEN WITH THE HOMESTEAD EXEMPTION INCREASE, THAT WILL STILL BE AT 4%.

WE HAVE MET WITH THE APPRAISAL DISTRICT.

WE HAVE GOTTEN SOME FEEDBACK FROM THEM.

BUT UNFORTUNATELY, AND THIS IS JUST STANDARD, THE ACTUAL CERTIFICATION OF THE APPRAISAL WILL BE IN JULY AND WE WILL.

SO THE BOARD, AS WE'VE DONE IN THE PAST, WILL ACTUALLY SET THE TAX RATE AFTER THAT CERTIFICATION IN AUGUST.

BUT WE TO THIS POINT, WE WILL USE AN ESTIMATE.

WE HAVE PROJECTED OUR STUDENT ENROLLMENT TO DECREASE TO WHAT WE'RE CURRENTLY PROJECTING, 143 665 WHERE WE HAD PROJECTED ONCE THE 46 500 AND FOR THIS CURRENT YEAR AND AS I MENTIONED, THE TAX RATE WOULD DROP FROM A DOLLAR.

THIS IS ONLY OPERATIONAL, BUT THAT WOULD DROP FROM A DOLLAR AND JUST SOME FEW PERCENTAGE POINTS ABOVE A DOLLAR TO 99.36.

AGAIN, AS WE DISCUSSED IN THE PAST, THIS IS THIS DROP IS DIRECTLY RELATED TO PREVIOUS LEGISLATION WHERE ANY GROWTH OVER TWO AND ONE HALF PERCENT OF OVERALL VALUE RESULTS IN A COMPARABLE REDUCTION TO THE TAX RATE.

AND SO WE WITH A 4% WE'RE ANTICIPATING THEN THE TAX RATE WOULD GO DOWN TO THE 99.36.

WHEN WE GET THE FINAL NUMBER, WE WILL THEN RECALCULATE AND WHATEVER THE RESULTING TAX RATE IS WILL BE THE TAX RATE THAT WE ASK THE BOARD TO APPROVE.

BUT FOR RIGHT NOW THAT'S OUR THAT IS OUR ESTIMATE BASED ON 4%.

YOU WILL FIND THAT IN EVERY DISTRICT, THEIR TAX RATE IS DIFFERENT BASED ON THE AMOUNT OF VALUE GROWTH THAT THEY'VE EXPERIENCED IN THEIR IN THEIR IN THEIR PARTICULAR DISTRICT.

SO WHILE OURS MAY BE CURRENTLY JUST OVER A DOLLAR, THERE MAY EITHER BE SCHOOL DISTRICTS THAT ARE HIGHER OR LOWER, DEPENDING ON THE VALUE GROWTH THAT'S HAPPENED IN THEIR DISTRICT. SO AS WE LOOK AT THE BUDGET, AS WE'VE PUT INTO PLAY FOR THE NEXT YEAR, OVERALL, WE'RE STILL FUNDING OUR DISTRICT INITIATIVES.

AND YOU CAN SEE THOSE LISTED THERE WHEN THE WHEN THE COMMUNITY PASSED THE TREE THERE, THESE ARE THE ITEMS AND CURRENT STATUS HAS BEEN ADDED TO THAT.

BUT THIS IS THE ITEMS THAT WERE APPROVED IN THAT FUNDING MECHANISM.

AND SO WE'RE THIS CONTINUING THAT IN THIS FISCAL YEAR AS PART OF THAT TREE AUTHORIZATION.

AND THEN AS WE DISCUSSED LAST YEAR, WE WERE WE HAD A THREE YEAR PLAN OF RAISING THE MINIMUM HOURLY RATE FROM $12 TO 15.

SO THIS IS YEAR TWO.

SO WITHIN THIS AS THE GOING FROM 1350 TO 1425.

SO THOSE ARE THE ITEMS THAT WE WANTED TO POINT OUT AS THE OVERARCHING AT THIS POINT POINTS TO POINT OUT. AND IF THAT AS WE GO THROUGH WITH THOSE ESTIMATES ARE PROPOSED, BUDGET ON REVENUE WOULD BE JUST OVER 1.7 BILLION.

WHICH IS A SMALL INCREASE FROM THE PREVIOUS YEAR.

I WILL NOTE THAT THE 10 MILLION OF THE 24 MILLION GROWTH IS IN FEDERAL REVENUE BECAUSE WE'VE SEEN AN INCREASE OF OUR CHARGE REIMBURSEMENT.

AND SO WE ARE ESTIMATING THAT.

BUT THE OVERALL INCREASE IN IN VALUE, THE TWO AND A HALF PERCENT THAT WE GET TO REALIZE IS REALLY THE ONLY THE 14 MILLION REMAINING.

AND THEN ON THE EXPENDITURE SIDE, WE'RE CURRENTLY ANTICIPATING THAT THE BUDGET AT THIS POINT WHEN WE DID THIS PRESENTATION WAS JUST OVER 1.8 BILLION, WHICH IS A SLIGHT DECREASE FROM LAST YEAR BECAUSE OF THE ESSER ITEMS THAT HAVE NOW BEEN REMOVED.

ESSER THAT WE ARE FUNDING OUT OF THAT THAT NO LONGER IN THE GENERAL FUND.

SO IF YOU LOOK AT THE REVENUE OF 1.7 AND THE EXPENDITURES AT 1.8, WE ARE ANTICIPATING IF EVERY ALL THE REVENUE COMES IN EXACTLY AS ESTIMATED AND WE SPEND 100% OF OUR BUDGET, WE WOULD BE EATING INTO OUR FUND BALANCE WITH THE ITEMS THAT WE'LL BE PROPOSING.

I WILL MENTION THAT WE ARE GOING TO HAVE TO TELEPHONE TOWN HALL MEETINGS ONE ON THE 25TH AND ONE ON THE 27TH TO PRESENT THIS SAME INFORMATION TO THE COMMUNITY, TO HAVE AN

[02:30:04]

OPPORTUNITY TO PROVIDE INPUT AND DIALOG REGARDING THE OVERALL BUDGET.

SO THAT'S THE HIGH LEVEL.

WE'VE HAD SOME DISCUSSION ABOUT THE BUDGET IN PREVIOUS PRESENTATIONS, BUT IF YOU HAVE A SPECIFIC QUESTIONS, I'LL TRY TO ANSWER THOSE FOR YOU.

TRUSTEES, ANY QUESTIONS? TRUSTEE FOREMAN? YEAH. OH, THANK YOU.

GWEN, I HAVE JUST A FEW QUESTIONS AND I'LL TRY TO GO BY PAGE IF THEY'LL HELP ANY.

ON PAGE FIVE.

SO I DIDN'T QUITE UNDERSTAND.

AND MAYBE YOU CAN EXPLAIN IT TO ME AGAIN, THE 40,000 HOMESTEAD EXEMPTION YOU'RE SAYING THAT WE'RE ANTICIPATING IT FOR THIS YEAR, BUT BECAUSE IT'S ON THE MAY BALLOT, THAT COULD BE VOTED END FOR THE 40,000 HOME EXEMPTION; CORRECT? YES, MA'AM. SO THE LEGISLATIVELY, THEY ONLY DID IT FOR THIS YEAR WITH TO PUT ON THE BALLOT. I WOULD ANTICIPATE THAT IT WOULD BE SUCCESSFUL BECAUSE IT WOULD LOWER INDIVIDUALS TAXES. BUT I DON'T KNOW DON'T KNOW THAT FOR SURE.

OKAY. AND THEN THE SECOND BULLET WAS PROJECTED.

STUDENT ENROLLMENT HAS DECREASED FROM THE PUT THE PROJECTION IN.

HOW DID THAT IMPACT THE BUDGET? SO THE FEWER STUDENTS WE HAVE WOULD RESULT IN A LOWER DOLLAR AMOUNT FOR.

OVERALL, WE'RE ON A BALANCED BETWEEN THE STATE AND LOCAL SYSTEM.

SO WHAT IT WOULD DO IS IT WOULD IT WOULD REDUCE THE AMOUNT AVAILABLE TO US BECAUSE OF THE NUMBER OF STUDENTS. SO I'D JUST LIKE TO KNOW HOW MUCH WAS THAT AMOUNT THAT WAS REDUCED? BECAUSE WHEN I LOOK AT THE OVERALL BUDGET NUMBER OF WHAT WE PROJECTED AND WHAT WE'RE SPENDING, I CAN'T REALLY SEE WHAT THAT REDUCTION WOULD BE.

DOES THAT MAKE SENSE? SO WE GET WATER.

AND SO THAT'S PER STUDENT? THAT'S CORRECT. IF WE HAVE ALMOST 3000 FEWER STUDENTS, HOW DOES THAT AFFECT THE DOLLAR AMOUNT? SO THE GUARANTEED AMOUNT IS $6,140 PER STUDENT.

MM HMM. SO HOW DO WE TAKE THAT OUT OF THE BUDGET WHEN WE PROJECTED THIS BUDGET? BECAUSE IT DOESN'T SEEM THE BUDGET AMOUNT HAS CHANGED.

HOW DO WE? SO WHEN WE GO THROUGH THE CALCULATIONS, THERE'S.

SO WE TAKE OUT THE STUDENT COUNTS.

WE UTILIZE THAT AND WHAT THE RESULTING WATER IS.

AND THAT COMES UP WITH A CALCULATION.

AND THEN WE FACTOR IN A TWO AND ONE HALF PERCENT GROWTH IN VALUE THAT WE GET TO REALIZE.

AND THE NET OF THOSE IS WHAT YOU SEE IN THE BUDGET AS FAR AS REVENUE.

SO CAN YOU SHOW ME THAT FORMULA? I THINK YOU'VE HAD TO DO THAT FOR ME ONCE BEFORE SO I CAN SEE THAT FORMULA BECAUSE WHEN I'M LOOKING AT THE BUDGET, IT DOES NOT ENTAIL HOW MUCH WE DID NOT GET BASED ON THE 3000 STUDENTS. SO IF YOU CAN SHOW ME THAT FORMULA, I WOULD APPRECIATE IT.

SURE. AND I DON'T KNOW IF ANYBODY ELSE WANTS TO SEE IT OR NOT.

IT'S JUST ME. ON THE EXPENDITURES AND FUNDING FOR THE DISTRICT INITIATIVES.

IT WOULD BE REALLY GOOD FOR ME TO SEE ALL OF THESE DIFFERENT INITIATIVES, HOW LONG THEY'VE BEEN OUR INITIATIVES FOR THE DISTRICT AND HOW MUCH PER YEAR ARE WE SPENDING OVER AND ABOVE THE BUDGETED AMOUNT BASED ON THIS? BECAUSE I HEARD YOU SAY WHEN WE DID THE TRE, WHICH IS A DEAD DOG IN AUSTIN, WHEN WE DID THE TRE, WE HAD THESE INITIATIVES.

AND SO WE'RE KEEPING THESE INITIATIVES.

DOESN'T MAKE SENSE TO ME IF WE CONTINUE TO FUND INITIATIVES AND WE'RE LOSING STUDENT GROWTH IN SOME OF THESE INITIATIVES, WHAT'S THE MONEY GOING FOR? AND SO I'D JUST LIKE TO KNOW HOW MANY YEARS EACH ONE OF THESE INITIATIVES HAVE BEEN ONE OF OUR STRATEGIC INITIATIVES.

HOW MUCH MONEY WE SPENT ON EACH ONE OF THESE INITIATIVES? AND THEN I'LL COME BACK ON SOME OTHER STUFF AFTER I GET THAT NUMBER BECAUSE I HAVE SOME OTHER CONCERNS.

AND THEN THE NEXT BULLET ON EXPENDITURES.

RAISING MINIMUM HOURLY RATE FROM 13.50 TO 14.25, WHICH IS EVERYBODY KNOWS THAT'S A GOOD IDEA. BUT HOW MUCH DID IT ACTUALLY COST US BASED ON BUDGET? AND IT WILL HAVE MORE DETAIL AT THE BUDGET BOARD WORKSHOP THAT I CAN TELL YOU IS 4.7 MILLION. 4.7 MILLION? YES, MA'AM. YEAH. YEAH, I NEEDED TO KNOW THAT.

AND THAT'S GOOD THEN.

OUT OF THE THE 2021-2022 BUDGET OF 1.6 BILLION.

[02:35:04]

HOW MUCH OF THAT WAS ACTUALLY ESSER MONEY? AND THEN ON THE PROJECTED SIDE OF THE AND YOU MIGHT NOT HAVE THE ANSWERS TO THESE.

SO WHICH SIDE ARE YOU ON? I'M SORRY. I WANT TO MAKE SURE.

I'M SORRY. I'M ON SIX.

SIX? I FLIPPED ONE PAGE.

SO AS IT RELATES TO REVENUE, THE 1.862, THERE IS NO ESSER DOLLARS.

NO ESSER AT ALL? NO, MA'AM.

OKAY. AND SO THE 1.7, THERE WAS NO ESSER EITHER? THERE'S NO REVENUE FROM ESSER IN THE GENERAL FUND.

OKAY, THAT'S GOOD.

THAT'S GOOD TO HEAR. I THINK I HAVE.

OKAY, HOLD ON.

I GOT ONE MORE AND I'M LOOKING AT PAGE SEVEN.

AND EXCUSE ME ON PAYROLL COST.

IT LOOKS LIKE FROM THE 2021, 22 AND THE 2022, 2023, THERE IS A SLIGHT DECREASE IN PAYROLL.

YES, MA'AM.

SO ARE WE CUTTING POSITIONS? SO IN THE BILLION 440 FOR THE 21-22 THAT INCLUDED POSITIONS THAT WERE MOVED THAT IN 21-22 GOT MOVED TO TO THE ESSEER FUNDS.

SO WE ORIGINALLY BUDGETED FOR THEM IN THE GENERAL FUND BECAUSE WE AT THAT POINT WE HADN'T DEVELOPED OR FINALIZED A PLAN.

WE ALSO DIDN'T KNOW ALL OF THE ESSER DOLLARS WERE GOING TO GET.

SO WE INCLUDED IN THE BUDGET TO MAKE SURE IT WAS COVERED AND THEN AS APPLICABLE, WE'VE MOVED IT TO WE MOVED IT TO ESSER SO IN THE NEW BUDGET THAT HAS BEEN MOVED TO ESSER FOR THE BUDGET NOT CONTAINING IT.

SO I'D LIKE TO KNOW EXACTLY HOW MUCH WE MOVED IN SALARIES TO ESSER? HOW MANY POSITIONS WE MOVED? AND WHAT THOSE POSITIONS ARE? BECAUSE ESSER FUNDING IS NOT GOING TO BE AROUND FOREVER.

AND HOW IS THAT GOING TO AFFECT THOSE POSITIONS AS WE GO THROUGH THIS PROCESS? BECAUSE ONE OF THE THINGS THAT CONCERNED ME AND I THINK ALSO I WANT YOU TO HEAR THIS WELL, IS THAT ON THE CAMPUSES, WE NEED HELP.

THEY NEED HELP ON THESE CAMPUSES.

WE DON'T HAVE ENOUGH HELP WITH ALL OF THE THINGS THAT'S GOING ON WITH OUR CHILDREN, THE STAFFING. WE NEED HELP.

AND SO IF THERE'S ANY WAY THAT WE'RE GOING TO LOSE ANY STAFFING BASED ON ESSER FUNDING, I WOULD BE REALLY UPSET.

THESE PRINCIPALS ARE CRYING OUT FOR HELP DAILY.

SO AS WE MOVE AND CHANGE THIS BUDGET, WE NEED TO MAKE SURE THAT WE'RE NOT GOING TO AFFECT THE CAMPUSES. NOW I CAN COME AND CLEAN OUT 9400.

AND THE SCHOOLS ARE GOING TO STILL MOVE.

BUT I WANT TO MAKE SURE THAT WE DON'T MAKE A MISTAKE.

AND CUT POSITIONS THAT'S GOING TO ULTIMATELY AFFECT THE CHILDREN WHO WE'RE ALL SUPPOSED TO BE HERE FOR. THAT'S JUST.

AND I DON'T NEED AN ANSWER.

I JUST HAD TO MAKE THAT STATEMENT BECAUSE THAT'S KIND OF WEIGHING ON ME.

SO I HAD TO MAKE THAT CLEAR.

AND THAT'S THE END OF MY QUESTIONS AND MY COMMENTS.

OKAY. TRUSTEE CARREÓN? FOLLOWED BY TRUSTEE JOHNSON.

THANK YOU. TRUSTEE FLORES.

DUANE, I WANT TO START WITH SOMETHING I THINK YOU YOU TOUCHED ON SAID WE HAVE COMMUNITY TOWN HALLS THIS MONTH ON THE BUDGET.

YES, SIR. YOU SAID THOSE DATES WERE APRIL 25TH AND 27TH.

APRIL 25TH. APRIL 27TH.

COMMUNITY TOWN HALLS ON THE BUDGET.

THOSE ARE ZOOM TOWN HALLS, I'M GUESSING.

WHAT ARE THOSE? THEY'RE TELEPHONE TOWN HALLS.

OKAY, TELE TOWN HALLS.

OKAY. I JUST WANTED TO MAKE SURE I WROTE THAT DOWN.

I WANT TO SAY I REALLY, REALLY APPRECIATE YOUR GOAL TO GET US TO A LIVING WAGE FOR ALL DALLAS ISD EMPLOYEES.

I KNOW THIS IS A GOAL AS WE'RE IN YEAR TWO OF A THREE YEAR GOAL.

MY CONCERN, HOWEVER, IS MY CONCERN LAST YEAR AND IT'S SEEMED TO IT'S COMING TO FRUITION, IS THAT WE'RE LOSING PACE.

BY.

IF I LOOKED AT LIKE AS OUR FRIENDS OVER AT DALLAS COLLEGE HAVE A LIVING WAGE CALCULATOR RIGHT NOW, I GUESS I DON'T KNOW IF IT'S UP TO DATE AS IT NEEDS TO BE, BUT FOR FOR DALLAS COUNTY, THEY HAVE THE LIVING WAGE AT 15.21 RIGHT NOW.

I LOOKED UP THE MIT LIVING WAGE CALCULATOR, WHICH I BELIEVE THIS BOARD BACK IN 2016 WHEN

[02:40:03]

THEY MADE A COMMITMENT TO PAY ALL OUR EMPLOYEES LIVING WAGE WAS THE BASIS OF WHERE THAT NUMBER CAME FROM. I MAY BE SPEAKING OUT OF LINE.

I WASN'T THERE, BUT THE MIT LIVING WAGE CALCULATOR TODAY HAS A DALLAS COUNTY LIVING WAGE FOR AN ADULT WITH NO KIDS AT $16.53.

LAST YEAR IT WAS AT $15.

RIGHT. SO.

WHAT I WORRY ABOUT IS THAT WE NEVER REALLY GIVE BACK TO THE COMMITMENT THAT THIS BOARD MADE IN 2016, THAT WE'RE ALWAYS GOING TO BE BEHIND BEHIND WHAT A LIVING WAGE IS FOR OUR FOLKS. THAT'S REALLY A COMMENT, NOT MUCH A QUESTION.

AND WHAT I REALLY WILLING TO COMMENT TO THE COMMUNITY AND TO TO OUR BOARD THAT IF YOU I HAVE DEFINITELY ONE THAT WOULD LIKE TO SEE THIS BUDGET THIS YEAR GETS TO $15 SO THAT WE KIND OF KEEP PACE WITH WHAT A LIVING WAGE IS IN THIS COUNTY.

AND I WOULD LOVE TO HEAR FROM MY COLLEAGUES IF THEY FEEL THE SAME OR IF THEY DON'T.

BUT I DO HAVE SOME QUESTIONS THAT KIND OF STEM FROM THAT.

AND THE FIRST ONE IS HOW MANY OF OUR OF OUR OF OUR OF OUR TEAM MEMBERS HERE IN DALLAS ISD EARN THE CURRENT 13.50 AN HOUR.

OKAY. OKAY.

I THINK IT'S UNDER 1000, FOLKS.

I THINK IT'S, I WANT TO SAY IT'S SOMEWHERE PROBABLY IN THE 700, MAYBE RANGE, FOLKS, IF I KIND OF LOOK AT.

MHM. YEAH.

I DON'T EVER HAVE TO RELY ON ROBERT FOR THAT INFORMATION, BUT THE CATEGORIES ARE GOING TO BE FOOD SERVICE, SOME CUSTODIAL AND SOME LIKE TEACHER'S AIDES.

YEAH, BUT BUS DRIVERS AS A GROUP MAKE FAR MORE THAN $15 AN HOUR.

WELL, I WOULD WANT TO KNOW WHAT THAT NUMBER IS, AND THEN I WOULD WANT TO KNOW HOW MUCH IT WOULD COST US TO GET TO $15 IN THIS BUDGET THIS YEAR.

BECAUSE LAST YEAR I FOR SURE, I APPROVED I VOTED FOR THE BUDGET, BUT IT WAS WITH MUCH HEARTACHE REGARDING THIS ISSUE.

AND THIS YEAR, I DON'T KNOW IF I CAN DO THE SAME.

THANK YOU. THAT'S ALL MY QUESTIONS.

THANK YOU, MR. PRESIDENT. TRUSTEE JOHNSON? THANK YOU, TRUSTEE FLORES AND I WANT TO THANK TRUSTEE CARREÓN FOR HIS QUESTIONS.

BECAUSE THAT'S A CONCERN FOR ME AS WELL.

I'VE BEEN SAYING LAST YEAR, TRUSTEE CARREÓN BEFORE YOU CAME ON THE BOARD AND I'M STILL FAIRLY NEW TO THE BOARD, $15 AN HOUR MINIMUM WAGE, TAS NOT GETTING THAT.

SOME COMMUNITY LIAISONS AT SOME POINT WAS NOT GETTING THAT.

AND SO WE HAVE STAFF THAT'S MAKING 13.50 AND I WAS ASKING LAST YEAR FOR $15 AN HOUR AND YOU CAN GO TO WALMART AND THEY MAKE SOMETHING SIMILAR TO THAT OR IF NOT, I THINK $15.

SO AND WE WENT THROUGH WHAT YOU SAID AS WELL.

AND SO I'M CONCERNED WITH THAT.

OUR CAMPUS MONITORS ARE NOT EVEN AT $30,000.

IF YOU'RE LOOKING AT 32.1, THAT'S RIGHT ABOUT 15,000, IF I'M CORRECT, A YEAR.

SO THEY'RE NOT EVEN MAKING SOME NOT EVEN MAKING $30,000 A YEAR AND THEY HAVING TO DEAL WITH A LOT OF THINGS THAT'S GOING ON.

SO I'M DEFINITELY SUPPORTING MAKING SURE THAT WE CAN GIVE RAISE TO THE MINIMUM WAGE WHAT WE DID PROMISE IN BEFORE AND I, TOO, LIKE CHIEF ABLE WANTS THAT INFORMATION HOW MANY EMPLOYEES DO WE HAVE MAKING LESS THAN THE MINIMUM WAGE HERE IN DALLAS ISD ESPECIALLY TAS, SO IF YOU CAN KIND OF ITEMIZE IT SO WE KNOW WHICH IS CAFETERIA WORKING WHICH IS EXTRA TAS, COMMUNITY LIAISONS AND CAMPUS MONITORS.

THAT'S IMPORTANT.

I DO CONCUR WITH TRUSTEE FOREMAN THAT WE NEED MORE HELP ON OUR CAMPUSES.

THEY'RE ASKING FOR HELP.

AND I DON'T KNOW THE MATRIX THAT IS BEING USED ON HOW MANY CAMPUS MONITORS THAT WE HAVE, BUT ON SOME CAMPUS IT'S NOT WORKING, IT'S NOT ENOUGH AND WE'RE NOT PAYING THEM.

AND EVEN IF WE'RE HAVING PEOPLE THAT WANT TO WORK FOR US WHEN THEY FIND OUT HOW MUCH THE MONEY IS, IT'S RIDICULOUS, THEY JUST GO TRY TO DO SOMETHING ELSE.

AND SO WE NEED HELP ON OUR CAMPUSES.

WE MAKE SURE THAT WE'RE WE'RE SPENDING THE MONEY THE RIGHT WAY.

NOW, WHEN WHEN WE'RE LOOKING AT APRIL 25TH, APRIL 27TH, YOU SAID THAT'S COMMUNITY MEETING; CORRECT? TELE TOWN HALLS.

[02:45:03]

TELE TOWN HALLS? I'VE ASKED CHIEF LEAR TO DO THIS FOR NOT JUST FOR ME, BUT ALL THE TRUSTEES.

BEFORE WE HAVE A BUDGET WORKSHOP, I WOULD LIKE TO KNOW.

I WOULD LIKE TO HAVE THE BUDGET IN HAND.

SO WHEN I COME TO THE WORKSHOP, IT'S NOT MY FIRST TIME SEEING THE BUDGET.

THAT DOES NOT WORK FOR ME.

I NEED TO SEE IT BEFORE I COME TO THE WORKSHOP.

I DON'T WANT TO LEARN IT AT THE WORKSHOP.

I WANT TO BE FAMILIAR.

FAMILIAR WITH IT.

SO I MAY ALREADY HAVE MY QUESTIONS WRITTEN, WRITTEN DOWN.

ALSO, I WOULD LIKE TO GO TO MY COMMUNITY WITH THE BUDGET, SOMETHING THAT HAS NOT BEEN DONE IN MY DISTRICT.

AND THIS IS WHAT I PROMISE MY COMMUNITY, THAT I WILL EDUCATE THEM ON THE BUDGET, BUT I CAN'T EDUCATE THEM ON THE BUDGET IF I'M ONLY GETTING IT DURING A WORKSHOP.

I WANT THE BUDGET BEFORE THE BUDGET WORKSHOP SO WE CAN DIALOG IN MY COMMUNITY.

I MAY HAVE QUESTIONS WITH CERTAIN WITH YOU.

I MAY BE ABLE TO GET SOME ANSWERS DONE BEFORE I EVEN GET TO THE BUDGET WORKSHOP.

AND THAT PREVENTS YOU FROM EVEN HAVING TO GO ALL THROUGH THOSE ANSWERS BECAUSE I'VE GOTTEN THE ANSWERS ALREADY.

SO THAT IS SOMETHING THAT I WOULD LIKE TO SEE HAPPEN FOR THIS BOARD, IF WE CAN GET THAT, SO WE CAN BE PREPARED WHEN WE WALK INTO THE BUDGET WORKSHOP.

THAT'S JUST SOMETHING THAT I'M ASKING FOR.

I'VE ASKED FOR OFF LINE, SO NOW I'M ASKING FOR IT PUBLICLY BECAUSE I WILL BE HOSTING COMMUNITY MEETINGS AND DOING MY BEST TO EDUCATE OUR COMMUNITY.

BUT ON THE TELE, I GUESS TELECOMMUNICATION, WHAT DO YOU, WHAT WOULD GO ON ON THAT PARTICULAR CALL AND WHAT'S YOUR GOAL IS TO ACCOMPLISH, WHAT IS YOUR GOAL? SO WHAT WE'RE DOING IN THE PAST IS WE THIS PRESENTATION THAT WE HAVE THAT YOU HAVE TODAY IS I WOULD WE GO THROUGH THAT PRESENTATION TO DISCUSS THE HIGH POINTS OF THE BUDGET.

WE INCLUDE WHAT'S THE THE VARIATIONS BETWEEN THE PREVIOUS BUDGET, AS IN AS I MENTIONED, WITH THE HOMESTEAD EXEMPTION, WE CLARIFY THOSE ITEMS AND THEN WE GIVE THEM THE OPPORTUNITY TO ASK QUESTIONS, MAKE SUGGESTIONS, AND WE HAVE DIALOG THROUGH THE TOWN HALL WITH THEM REGARDING THE BUDGET SO THEY'RE NOT ABLE TO SEE ANYTHING.

IT'S JUST A DIALOG.

SO THEY'RE ABLE TO SEE THIS.

IT'S ONLINE FOR THEM TO BE ABLE TO GO THROUGH THE PAGES WITH US AS THEY HAVE ACCESS TO IT. YES, SIR. AND WE DID THIS WE'VE DONE THIS FOR THE LAST TWO YEARS.

AND LAST YEAR IT WAS BUDGET AND ESSER.

BUT THIS YEAR IT'S JUST IT WILL JUST BE THE BUDGET.

RIGHT. I KNOW. AND I KNOW WE'RE USING ESSER FUNDS FOR A LOT.

BUT AS TRUSTEE FOREMAN SAID, AND I'VE SAID THIS TO CHIEF HEWITT, THOSE FUNDS ARE GOING TO RUN OUT. YES, SIR.

SO WHAT'S THE TIMELINE OF THOSE FUNDS? SO THE ESSER II RUNS OUT AT THE END OF NEXT YEAR AND ESSER III RUNS OUT TWO YEARS FROM NOW. WHAT HAPPENS WHEN IT RUNS OUT? LET ME ALSO, I WAS ON A CALL WITH SEVERAL LEADERS IN WASHINGTON, D.C.

AND SO WE CAN'T TAKE THIS TO THE BANK YET.

BUT AS WE DESCRIBED EARLIER, IT'S SO HARD TO HIRE PEOPLE AND A LOT OF THIS MONEY IS TIED UP IN PEOPLE. WE HAVE STARTED WORKING WITH THE ADMINISTRATION IN D.C.

TO SEE IF THERE'S THE POSSIBILITY OF EXTENDING IT ONE MORE YEAR.

BECAUSE, YOU KNOW, IF YOU DON'T, A LOT OF DISTRICTS, CERTAINLY NOT US, BUT SOME PEOPLE ARE JUST GOING TO SPEND IT ON STUFF JUST TO SPEND IT.

YOU KNOW, WE'VA SEEN THAT BEFORE.

WHEN YOUR PRINCIPALS THINK THEY'RE GOING TO LOSE THEIR BUDGET, THEY MIGHT THEY WANT TO SPEND IT ON THINGS. IT MAY NOT BE THINGS THAT MAYBE IS BENEFICIAL IF THEY GOT TO KEEP THE MONEY FOR THE NEXT YEAR AND SPEND IT BETTER.

SO RIGHT NOW, WE STILL HAVE TIME TO NEGOTIATE THAT.

I WON'T BE IN THIS CHAIR, BUT I WILL STILL BE ADVOCATING FOR THAT WITH MY, WHAT OTHER ROLES I'M GOING TO BE PLAYING.

SO THERE'S A SLIGHT CHANCE WE CAN GET A REPRIEVE FOR ANOTHER YEAR.

AND THAT WOULD HELP ADDRESS THE QUESTION THAT TRUSTEE FOREMAN ASKED ABOUT PEOPLE THAT WE'RE HIRING FOR THESE JOBS, ESPECIALLY CAMPUS BASED PEOPLE.

SO STAY TUNED.

I WON'T MAKE ANY PROMISES, BUT WE ARE WORKING ON AN EXTENSION SO THAT WE GET ANOTHER YEAR BECAUSE RIGHT NOW IT'S PHYSICALLY IMPOSSIBLE TO SPEND THE MONEY THAT WE HAVE THIS YEAR BECAUSE WE COULDN'T HIRE ENOUGH PEOPLE.

SO STAY TUNED AND WE'LL LET YOU KNOW HOW THAT GOES AS WE GO OUT, AS YOU'RE THINKING ABOUT THE FUTURE. THANK YOU, SUPERINTENDENT.

SO WHAT IS THE TIMELINE OF THOSE ESSERS BASED OFF WHAT HE JUST SAID? I UNDERSTAND, BUT WHAT IS THE TIMELINE THAT WE'RE LOOKING AT FOR THOSE FUNDS WHEN THEY RUN OUT? WHAT'S NEXT AFTER THAT? SO IF WHETHER IT'S EXTENDED OR NOT, WHAT WE'VE BEEN DOING AS ACCUMULATING FUNDS INTO AN ASSIGNED FUND BALANCE.

SO WHEN ESSER RUNS OUT, THERE WILL BE ACTIVITIES THAT ARE WITHIN ESSER THAT WE WANT TO BRING BACK TO THE GENERAL FUND, AND WE WOULD HAVE THE OPPORTUNITY TO CONTINUE THOSE FOR AT LEAST TWO YEARS.

AND SO WE CAN WE HAVE PLENTY OF TIME TO BEGIN TO MAKE TRANSITIONS, EITHER WITH ITS OTHER ADJUSTMENTS OR WHAT THE CASE MAY BE.

SO IT WILL SMOOTH OUT THE TRANSITION AWAY FROM ESSER, SO IT WON'T BE JUST A HARD CUT ON THE END OF 24.

BUT WE'RE NOT LOOKING AT ANOTHER REFERRAL.

WE KNOW THAT'S NOT OUR DISCUSSION.

WE WOULD BE LOOKING AT THE POSSIBILITY OF IF THERE'S REDUCTIONS THAT WOULD COME THROUGH

[02:50:05]

JUST STANDARD TRANSITION OF STAFF THROUGH TRANSITIONS.

OKAY. BECAUSE THE LAST STATEMENT, NOT A QUESTION.

THANK YOU. THE LAST PEOPLE THAT I WANT TO BE AFFECTED AS THOSE THAT WORK CLOSELY WITH OUR CHILDREN. SO I WANT TO MAKE SURE THAT WE ARE TAKING CARE OF THOSE THAT CLOSELY WORK WITH OUR CHILDREN ON A DAILY BASIS.

THANK YOU SO MUCH. JUST THESE.

ANY OTHER QUESTIONS? TRUSTEE MICCICHE OR TRUSTEE MACKEY? ALL RIGHT. IF NOT, WE WILL MOVE ON TO SEVEN, SEVEN AND EIGHT.

CONSIDER. I'M SORRY, MR. CHAIR. OH, GO AHEAD.

JUST A QUICK QUESTION.

I CERTAINLY SYMPATHIZE WITH THE VIEWS THAT TRUSTEES CARREÓN AND JOHNSON HAD MADE ABOUT THE LIVING WAGE.

AND I WOULD ALSO LIKE TO SEE A COMPARISON OF HOW WE MATCH UP TO OTHER DISTRICTS.

AND JUST AS PART OF THE DATA POINT, AS WE GO THROUGH THE BUDGET PROCESS.

THANK YOU. THANK YOU, TRUSTEE MICCICHE.

SO WE WILL THEN START ANY QUESTIONS OR COMMENTS ON 8A.

[8. MINUTES SUBMITTED FOR APPROVAL]

IF NOT, WE WILL MOVE ON TO NINE STATUTORY ITEMS, 9A THROUGH 9D.

[9. STATUTORY ITEMS]

ANY QUESTIONS? I'M SORRY.

9B? 9B, TRUSTEE FOREMAN.

OKAY. THAT'S NOT NEWS FOR YOU, ROBERT.

AND THIS IS ROBERT. THIS IS A RELATIVE TO ALL OF THE NON RENEWALS.

JUST THERE'S NO INDICATION WHY THERE'S A NON RENEWAL ON THESE INDIVIDUALS, IS THERE.

THERE'S NO INDICATION AS TO WHY THEY'RE NON RENEWALS.

NOT ON THAT LIST. NO, MA'AM.

OKAY. COULD WE HAVE THAT INFORMATION? BECAUSE I'D LIKE TO PERSONALLY KNOW WHY THEY ARE NON RENEWALS.

YEAH, ABSOLUTELY. THANK YOU.

TRUSTEES THEN MOVING ON ALONG TO SECTION 10A-10F.

[10. POLICY UPDATES]

ANY QUESTIONS? 10B. POLICY 10B.

I NEED TO ASK A QUESTION.

IS THAT YOU, TOO? SO.

MR. VICE PRESIDENT OF THE BOARD.

QUESTION. THESE ARE POLICIES.

DO THEY COME THROUGH OUR POLICY COMMITTEE? THAT WE HAVE A POLICY COMMITTEE.

YES. THESE CAME THROUGH THE POLICY COMMITTEE.

YES, MA'AM. SO THERE WAS A POLICY COMMITTEE MEETING.

I JUST WASN'T AWARE OF A COMMITTEE MEETING.

OKAY. I JUST NEED TO MAKE SURE THAT NOW.

THEN I ASK THAT QUESTION.

AND ROBERT, I MIGHT NEED TO TAKE THIS OFFLINE WITH YOU, BECAUSE I'VE GOT SEVERAL QUESTIONS REGARDING HOW THE EMPLOYEE IS TREATED THROUGH A TERMINATION PROCESS, WHAT INFORMATION THEY RECEIVE, HOW THEY RECEIVE IT.

BECAUSE, OF COURSE, I'VE HAD SEVERAL QUESTIONS ABOUT THE WAY THIS PROCESS WORKS.

AND SO I'D BE GLAD TO SPEND SOME TIME WITH YOU TRYING TO GET A BETTER UNDERSTANDING AND THEN LOOKING AT THE WORDING OF THIS.

ABSOLUTELY, WE'LL SET IT UP.

OKAY. THANK YOU VERY MUCH.

OKAY. TRUSTEES THEN MOVING ALONG TO.

THERE'S NOTHING ON.

10C, PLEASE.

10C IS ACTUALLY THE EHAA LOCAL.

THIS IS ABOUT THE SHACK.

SO I THINK THAT WOULD BE YOU, SHANNON.

OKAY. I'M ACTUALLY ON 204.

I THINK. SEE? SO AND THIS IS NUMBER FIVE.

IT SAYS AFTER THE BOARD ENSURES THE RECOMMENDATION FROM THE SHACK MEET THE STANDARDS IN

[02:55:03]

LAW, THE BOARD SHALL TAKE ACTION ON THE RECOMMENDATIONS BY RECORD VOTE AT A PUBLIC MEETING. SO LET ME JUST INDIVIDUALS HOLDING UP THEIR HAND WITH A RECORD VOTE SO THEY HAVE TO SPEAK OUT OR DO WE ARE WE ABLE TO USE OUR SYSTEM OR IS THAT JUST WORDING THAT WAS PUT IN THERE? TRUSTEE FOREMAN.

I'D HAVE TO CHECK ON THE ACTUAL MANNER OF THE VOTING, HOW WE ACCEPT THOSE AND MAKE SURE THAT THEY'RE DOCUMENTED.

SO I'D LIKE TO ASK FROM.

I THINK THAT IN THE SHACK NOW I HAVE TO FOLLOW THE TEXAS OPEN MEETINGS LAWS? YEAH. THIS IS FOR THE OPEN MEETING THAT THEY HAVE FOR OPEN MEETINGS DON'T NECESSARILY CALL FOR A RECORD VOTE.

RECORD VOTE NORMALLY MEANS THAT INDIVIDUALS SPEAK OUT AND SAY AYE, YES OR NO.

THAT'S A RECORD VOTE.

THAT'S CORRECT. HI, TRUSTEE FOREMAN.

YES. SO PUBLIC MEETING IS FOR VIEWING PURPOSES, BUT ONLY COMMITTEE MEMBERS CAN VOTE.

AND WE'RE TALLYING THOSE VOTES VIA A GOOGLE FORM THAT WE CREATED SO THAT WE CAN HAVE WRITTEN RECORD OF WHO'S VOTED IN FAVOR OR AGAINST DIFFERENT RECOMMENDATIONS.

SO MAYBE THE LANGUAGE IS NOT CORRECT BY CALLING IT A RECORD VOTE.

A VOTING RECORD MIGHT BE A LITTLE BIT DIFFERENT, BUT A RECORD VOTE IS SOMETHING DIFFERENT THAN THAN JUST THAT.

SO YEAH, IF YOU WOULD JUST TAKE A LOOK AT THAT.

I'M SORRY I STAY UP LATE READING.

WE APPRECIATE THE FEEDBACK.

THANK YOU. OKAY.

THANK YOU. THAT'S IT.

ANY OTHER ANY OTHERS ON TEN? I HAVE A QUESTION ON THIS ONE ON THE SAME AGENDA ITEM.

OKAY. THEN GO AHEAD ON THE SAME AGENDA ITEM.

SO WE'VE BEEN THROUGH A RECENT RECOMMENDATION FROM THE SHACK ON SEXUAL HEALTH CURRICULUM, WHICH IS SOME OF THE LANGUAGE THAT'S CHANGED IN THIS IN THIS POLICY.

IT'S MY UNDERSTANDING THAT THE SHACK IS CURRENTLY REVIEWING SOME INSTRUCTIONAL MATERIAL.

WHAT'S PROMPTED A CHANGE, A REQUIRED CHANGE FROM WHAT THIS BOARD VOTED ON RECENTLY WHEN WE PROVIDED RECENT INSTRUCTION ON THE SEXUAL HEALTH MATERIAL THAT WE WANTED TO USE.

ALL RIGHT. THANK YOU FOR THAT QUESTION.

THE STATE RECENTLY UPDATED THE HEALTH STANDARDS, AND THAT IS WHERE SEXUAL HEALTH FALLS UNDER. SO WE NEEDED TO PROCURE NEW CURRICULUM MATERIALS TO MAKE SURE THAT THEY'RE ALIGNED TO THE NEW STANDARDS.

DID WE REVIEW OUR CURRENT CURRICULUM MATERIALS TO ASSESS WHETHER THEY COMPLIED WITH THE NEW STATE REQUIREMENTS? YES, AND THEY WERE NOT.

WHAT WAS THE NATURE OF THEIR NONCOMPLIANCE? WE CAN GET YOU APPLYING THE SIDE BY SIDE OF THAT.

I DON'T HAVE IT OFF THE TOP OF MY HEAD, TRUSTEE MARSHALL.

ASIDE FROM A SIDE BY SIDE, DO YOU KNOW, GENERALLY SPEAKING, WHAT THE TYPE OF NONCOMPLIANCE ISSUE WAS? IT VARIES DEPENDING ON THE CURRICULUM MATERIAL THAT WE WERE LOOKING AT.

SO DIFFERENT RESOURCES.

WHAT WE HAD IN THE REPORT THAT WE PROVIDED WAS WHAT PERCENT OF THE STANDARDS WERE ADDRESSED. SO WE DON'T HAVE NECESSARILY A DETAILED BREAKDOWN OF WHAT THE LACK OF COMPLIANCE CAME DOWN TO.

MORE OF HOW MANY OF THE STANDARDS WERE ADDRESSED BY A CERTAIN CURRICULUM.

SO I'M INFERRING FROM YOUR STATEMENT THAT THERE WAS SOME LACK OF, THERE WERE CERTAIN STANDARDS THAT WERE NOT MET.

SO IT WASN'T FULLY TEACHING THE SUBJECT.

IS THAT? THAT'S CORRECT.

SO THE MATERIAL THE BOARD POLICY TALKS ABOUT THE SHACK HOLDING TWO PUBLIC MEETINGS AND REVIEWING CURRICULUM AND THEN MAKING A RECOMMENDATION TO THE BOARD.

WHAT WHAT ARE WHAT ARE THE WHAT IS THE UNIVERSE OF MATERIAL THAT IS ACCESSIBLE TO THE SHACK TO REVIEW BEFORE THEY THEN MAKE A RECOMMENDATION OF WHAT THEY WOULD BRING TO THE BOARD? THE UNIVERSE OF MATERIAL.

CAN YOU CAN YOU TELL ME MORE ABOUT THAT? CAN THEY CHOOSE ANYTHING IN THE WORLD THAT THEY WANT TO BRING FORWARD? WHAT ARE THEY CHOOSING FROM IN ORDER TO BRING TO US? THERE'S AN APPROVED LIST THAT'S PROVIDED BY THE STATE, AND THAT MATERIAL IS VIEWED AND DISCUSSED. AND THEN A RECOMMENDATION IS MADE.

SO THE STATE HAS PROVIDED A LIST OF OPTIONS FROM WHICH TO CHOOSE.

CORRECT. THE SHAC CAN CHOOSE ANYTHING THAT'S ON THAT LIST OF OPTIONS? CORRECT. ARE THOSE LIST OF OPTIONS ALSO VETTED WITH THE CDC FOR BEING COMPLIANT WITH THEIR GUIDELINES AND PROVIDING EVIDENCE OF DATA TRACKING TO THE LESSONS? I'D HAVE TO RESEARCH THAT.

SO IS THERE A PROCUREMENT PROCESS INVOLVED IN THIS? THERE IS A PROCUREMENT PROCESS.

SO, HOW DOES THAT FIT INTO THE EQUATION? LIKE DOES THE SHAC FIRST SAY OF THE THINGS THAT THE STATE HAS MADE ACCESSIBLE, HERE ARE

[03:00:02]

THE ONES THAT WE LIKE BECAUSE THEY ARE EVIDENCE BASED AND COMPLY WITH THE CDC, AND THEN OF THOSE WE GO OUT FOR PROCUREMENT.

WE WOULD PROCURE RESOURCES.

SO THE SHAC IS NOT LIMITED IN ANY WAY BY A PROCUREMENT OR RFP PROCESS HAPPENING PRIOR TO.

THAT'S CORRECT. SO IT'S NOT LIKE WE'RE SENDING OUT AN RFP, WE GET TWO ANSWERS AND THEN THE SHAC CAN ONLY CHOOSE FROM THOSE TWO.

THAT'S CORRECT. THE SHAC CAN CHOOSE FROM ANYTHING THAT'S ON THE LIST, AND THEN THEY CAN SAY OF THESE 20 OPTIONS, THESE FIVE ARE EVIDENCE BASED, AND THEN THEY TELL THE PROCUREMENT OFFICE, GO DO AN RFP WITH THESE FIVE THAT WE HAVE VETTED.

WE WORK WITH THE PROCUREMENT OFFICE TO RELEASE AN RFP REQUEST.

MY QUESTION IS MORE ABOUT THE SEQUENCE.

I WANT TO MAKE SURE THAT THE SHAC REVIEW THE MATERIALS THAT ARE PROVIDED BY THE TEA LIST.

OKAY, AND HAVE WE ALREADY DONE AN RFP ON ON PROCUREMENT MATERIALS? YES.

THE PEOPLE THAT WERE INVITED TO THE RFP WERE THOSE CHOSEN BY THE SHAC? YES. REALLY? THEY WERE, WEREN'T THEY? SO THE PROCUREMENTS [INAUDIBLE] OPENED AN RFP AND THEN WE BROUGHT IN ALL OF THE MATERIALS THAT WERE THAT WERE SUBMITTING FOR THE NEW CURRICULUM TO ADDRESS THE HEALTH STANDARDS. I'M GOING TO PAUSE THERE AND LET US TAKE THIS OFFLINE, BUT I ENCOURAGE YOU TO DO SOME HOMEWORK BEFORE YOU GIVE ME THE OFFLINE ANSWER TO THAT QUESTION, BECAUSE I KNOW THE ANSWERS TO THESE QUESTIONS.

OKAY, I'LL TAKE A LOOK AT IT.

THANKS. TRUSTEE FOREMAN 10E.

THAT'S OKAY, I GOT AN ANSWER.

OH, OKAY, THEN MOVING ALONG, WE WILL LOOK AT 11, 12, 13, 10F SORRY.

OH, OKAY, GO AHEAD, TRUSTEE MACKEY.

I KNOW WE'VE HAD A COUPLE OF CONVERSATIONS AT THE BOARD LEVEL WHEN WE'VE BEEN TALKING ABOUT THE MULTIPLE CYCLES FOR RENAMING SCHOOLS, I'M GLAD TO SEE THAT CAPTURED IN HERE.

JUST TWO QUESTIONS THAT I THINK HAVE COME UP.

SO ONE OF THEM IMPENDING FOR ME AS I KNOW THIS TALKS ABOUT SBDM AND PTA SPECIFICALLY IN IN THE CASE OF SOMETHING LIKE OLD ADAMSON HIGH SCHOOL, WHICH IS GETTING A REDO AND WILL BE A NEW SCHOOL.

I WOULD LOVE TO SEE US AND HAS THERE BEEN ANY CONVERSATIONS ABOUT ANY LANGUAGE IN HERE ABOUT WHAT TO DO IN THE SITUATION THAT A SCHOOL IS GOING TO BE NEW AND DOESN'T HAVE AN SBDM AND PTA? I THINK THAT'S A GRAY AREA IN THIS POLICY, AND I'D LIKE FOR US TO ADDRESS THAT EXPLICITLY BEFORE THAT BECOMES A QUESTION MARK AS WE CONTINUE TO OPEN UP NEW SCHOOLS.

SO HAS THAT BEEN TALKED ABOUT? DO WE HAVE ANY THOUGHTS ON THAT AND WOULD WE BE AMENABLE TO RECOMMENDING SOME LANGUAGE AROUND WHAT TO DO IN THOSE SITUATIONS? TRUSTEE MACKEY, YES, WE HAD AN OPPORTUNITY TO HAVE THAT CONVERSATION, BUT WE DEFINITELY CAN LOOK AT ADDING THE LANGUAGE TO THIS POLICY, AND IN THE CASE WHERE THERE'S A NON SCHOOL, YOU TECHNICALLY DON'T NECESSARILY HAVE THE PTA AT THAT TIME.

YEAH, MY QUESTION IS, CAN WE BE SPECIFIC ON WHAT THAT PROCESS WOULD LOOK LIKE? SOMETHING LIKE THAT, EVEN THOUGH IT'S NOT THE SAME SETUP EXACTLY, BUT I THINK SOME CONSISTENCY THERE WOULD BE REALLY HELPFUL GOING INTO IT THAT'S ADDRESSED IN THIS POLICY, AND THEN MY SECOND QUESTION, AND MAYBE THIS BELONGS IN A REGULATION VERSUS THIS POLICY, BUT THERE'S A LOT OF DIFFERENT NUANCE TO HOW DIFFERENT CAMPUSES HAVE GONE ABOUT THIS.

SOME HAVE A COMMUNITY POLL, SOME DON'T.

SOMETIMES THEY LOOK AT DATA ON THERE, SOME DON'T.

IS THERE ANY WAY TO ADDRESS SOME SPECIFICS OF THE PROCESS TO MAKE SURE THAT THERE'S A CONSISTENT PROCESS THAT HAPPENS BEFORE A RENAMING TAKES PLACE AS OPPOSED TO LEAVING IT TO SCHOOL BY SCHOOL DISCRETION? WE CAN LOOK AT ADDING THAT THE HOW DEFINITELY WE CAN LOOK AT POTENTIALLY HAVING SOME REGULATION LANGUAGE. WE DO WANT TO MAKE SURE THAT COMMUNITIES HAVE AN OPPORTUNITY TO KIND OF DO WHAT MAKES SENSE FOR THEIR COMMUNITY AND THEIR SCHOOL, BUT WE CAN DEFINITELY LOOK AT THE HOW PROCESS AND REGULATION LANGUAGE.

OKAY, YEAH, I'D BE HAPPY TO TALK OFFLINE OR SUGGEST ANY IDEAS, BUT I WOULD LIKE TO SEE BOTH OF THOSE TWO THINGS WHICH I THINK ARE GRAY AREAS RIGHT NOW ADDRESSED JUST TO REMOVE ANY MISSING CLARITY.

THANK YOU, CHAIR. OKAY, TRUSTEE FOREMAN? CHIEF HUITT, DON'T LEAVE, BECAUSE I WANT TO MAKE SURE THAT AS WE GO THROUGH THE PROCESS OF RENAMING SCHOOLS, WE DON'T PIGEONHOLE SCHOOLS.

I DON'T WANT TO PIGEONHOLE COMMUNITIES.

SO, YES, YOU CAN HAVE SOME LANGUAGE, BUT ALL SCHOOLS ARE NOT THE SAME.

ALL COMMUNITIES ARE NOT THE SAME, AND I'VE BEEN INVOLVED WITH THE DISTRICT FOR OVER 30

[03:05:01]

YEARS. WE HAVE NEW SCHOOLS BUILT ALL THE TIME, AND THERE'S A PROCESS THAT WE'VE USED.

THERE IS A PROCESS.

THERE'S EVEN A PROCESS FOR BRINGING IN INNOVATIVE SCHOOLS, IGNITE FOR ONE.

THERE'S A PROCESS.

SO I JUST WANT TO MAKE SURE THAT THROUGH THIS, WE DON'T START TO TRY TO PUT EVERYTHING DOWN AND PIGEONHOLE COMMUNITIES.

COMMUNITIES ACT AND RESPOND DIFFERENTLY TO THESE KINDS OF THINGS, AND SO I JUST WANT TO MAKE SURE. I WANT YOU TO HEAR MY VOICE ON THAT.

YES, MA'AM. THANK YOU.

OKAY, TRUSTEES, MOVING ON TO TRUSTEE JOHNSON.

YES, CONCERNING THAT SAME ISSUE AND I SAID THIS WHEN WE HAD OUR POLICY MEETING, I CONCUR WITH TRUSTEE FOREMAN.

THAT SHOULD BE BASED SOLELY BASED ON THE TRUSTEES AT THAT GIVEN MOMENT, BECAUSE DIFFERENT THINGS HAPPEN IN OUR COMMUNITY WITH NEW SCHOOLS BEING REPURPOSED OR NEW SCHOOLS OR A COMMUNITY MEETING AND THEY WANT SOMETHING DIFFERENT, AND SO I WANT TO REVISIT THIS POLICY. I WANT YOU GUYS TO REVISIT THIS POLICY, BUT I CAN'T SUPPORT IT LIKE THIS.

I THINK THAT DECISION SHOULD BE UPON THE TRUSTEES AND IT SHOULD BE OPEN.

I THINK TRUSTEE MARSHALL SAID SOMETHING.

HE HAD A CONCERN WITH THAT ONE TIME AS WELL, BUT THAT IS MY CONCERN.

SO I KNOW I WON'T SUPPORT THIS THE WAY IT IS RIGHT NOW BECAUSE THAT'S THE TRUSTEES' DECISION AND WE NEED TO LEAVE IT AS THE TRUSTEES' DECISION ALONG WITH THEIR COMMUNITY.

SO WHENEVER THIS SUBJECT COMES UP, WE NEED TO MAKE SURE WE DO IT, GET IT DONE FOR OUR COMMUNITY AND NOT HAVE A TIMELINE BECAUSE IT'S JUST SOMETHING THAT WE WANT TO DO.

SO I'M NOT SUPPORTING THIS AT ALL.

THANK YOU. THANK YOU FOR YOUR FEEDBACK.

OKAY, TRUSTEES, MOVING ON TO CHIEF OF STAFF 13A.

[12. CHIEF OF STAFF DIVISION]

ANY QUESTIONS? TRUSTEE FOREMAN.

THANK YOU. CHIEF OF STAFF.

CHIEF OF STUFF? OH, OKAY, JUST TRYING TO MAKE SURE.

SO MY QUESTION IS, IS THIS AGREEMENT WITH K-12 INSIGHT? IT'S ONE OF THE SAME QUESTIONS THAT I ASK ALL THE TIME, WHO HAVE WE LOOKED AT AND HOW HAS THIS BENEFITED THE OTHER DISTRICTS THAT MIGHT HAVE USED THEM? SO, TRUSTEE FOREMAN, I GUESS IT WAS THREE YEARS AGO, IT WAS PROBABLY MORE LIKE FOUR YEARS AGO. WE HAD A RECRUITMENT AND RETENTION GROUP ACROSS FUNCTIONAL TEAM.

WE CAME TOGETHER TO LOOK AT MARKET SHARE AND FROM THAT GROUP WE TALKED ABOUT MAKING SURE THAT OUR END USERS, OUR STAKEHOLDERS, OUR COMMUNITY HAD A STREAMLINED WAY OF COMMUNICATING WITH THE DISTRICT, AND WE THINK THAT'S ONE OF THE THINGS THAT PARENTS VOTE WITH THEIR FEET BY SAYING IS THE DISTRICT COMMUNICATING WITH US? DO WE FEEL LIKE THERE'S A TWO WAY COMMUNICATION AND SOMETIMES THEY DON'T AND THEY GO OTHER PLACES. SO WE WENT OUT AND WE LOOKED AT DIFFERENT PLATFORMS THAT WOULD HELP US WITH MAKING SURE THAT WE WERE STREAMLINING COMMUNICATION AND HAVING A WAY OF GETTING RESPONSES AND ANSWERS TO OUR STAKEHOLDERS.

SO THAT WAS ABOUT FOUR YEARS AGO.

WE WENT THROUGH MANY VENDORS AND WE CAME UP WITH K-12 INSIGHT.

SO WE STARTED IMPLEMENTING LET'S TALK ABOUT THREE YEARS AGO, AND BECAUSE THE DISTRICT IS SO LARGE, WE PHASED IN THE USING THE PLATFORM.

SO AT THIS POINT, ALL DEPARTMENTS AND ALL CAMPUSES ARE USING LET'S TALK.

SO WHEN WE SAY STAKEHOLDERS, ARE WE REFERRING JUST TO OUR PARENTS OR ARE WE REFERRING TO OTHER INDIVIDUALS OUTSIDE OF THE PARENT GROUP? NO, IT'S OPEN TO ANY PARENT COMMUNITY MEMBER PARTNER.

THAT'S WHERE I HAVE SOME HEARTBURN BECAUSE A LOT OF TIMES OUR PARENTS GET OVERSHADOWED BY PEOPLE ON THE OUTSIDE TRYING TO CONTROL PUBLIC EDUCATION, AND THERE HAS TO BE SOME DELINEATION FOR ME BETWEEN WHAT PARENTS ARE SAYING AND WHAT THESE OTHER PEOPLE ARE SAYING , AND I CAN NAME YOU SOME INSTANCES WHERE WE'VE LISTENED TO GROUPS OUTSIDE WHO OVERPOWERED US AND [INAUDIBLE] THIS BOARD, IN FACT, AND SO WHEN WE START COMBINING THE PARENT INFORMATION WITH THE GROUPS ON THE OUTSIDE WHO ARE MORE POWERFUL AND MORE SKILLED THAN OUR PARENTS, THEN OUR PARENTS GET LOST IN THE PROCESS.

[03:10:04]

SO AND I DON'T KNOW IF THERE'S A WAY TO SEPARATE THE TWO AND AT SOME POINT MAYBE BRING THEM TOGETHER, BUT I'M MORE INTERESTED IN WHAT PARENTS ARE SAYING THEY WANT WHAT SOME OF THESE OTHER PEOPLE ARE TALKING ABOUT.

SO I HAVE IT BROKEN DOWN AND WE HAVE 9% STUDENTS, 37% EMPLOYEES, PARENT, GUARDIAN, 45%, COMMUNITY MEMBERS, 10%.

SO HOW CAN YOU BREAK IT DOWN THAT WAY WHEN YOU'RE OPENING IT UP TO EVERYBODY? BECAUSE WELL, I MEAN, WE DO ASK WHAT WHAT GROUP THEY ARE PART OF.

SO I CAN SAY I'M ANYBODY.

I'M TRYING TO PUT I'M TRYING TO DO IS MAKE SENSE WITH THE FACT THAT WE HAVE TO BE CAREFUL AS WE START TO COMBINE INFORMATION THAT'S COMING FROM PARENTS AND COMING FROM GROUPS OUTSIDE, THEY ARE MORE POWERFUL.

THEY CAN RALLY MORE PEOPLE TO INFLUENCE THE OUTCOME.

I SEE IT TOO MUCH, AND I JUST WANT TO MAKE SURE AND I KNOW YOU'RE TRYING TO DO WHAT'S RIGHT, SO I'M NOT BEATING UP ON YOU THIS TIME, BUT I DO WANT TO MAKE SURE THAT THERE'S A DELINEATION BETWEEN PARENTS AND OUTSIDE COMMUNITY, PEOPLE WHO CALL THEMSELVES STAKEHOLDERS, AND THAT THEIR VOICE DOESN'T OVERPOWER THE VOICE OF THE PARENT BECAUSE IT CAN, AND IT DOES AND IT WILL, AND SO AS YOU GO THROUGH THIS PROCESS, TRY TO FIGURE OUT A WAY THAT DOESN'T HAPPEN BECAUSE THAT'S A PROBLEM FOR ME.

ALL RIGHT. THANK YOU. TRUSTEE GARCIA I REALLY JUST WANTED TO CLARIFY THAT WE'RE TALKING ABOUT THE SAME SYSTEM.

I THINK TRUSTEE FOREMAN QUESTION PRECISELY ADDRESSED MY QUESTION AND I APPRECIATE THE BREAKDOWN OF THE USAGE AND WHO IT'S COMING FROM ACROSS THE DISTRICT.

ONE OF THE THINGS THAT I KNOW WERE PART OF SOME OF THE UPDATES THAT WE RECEIVED THROUGH OUR FRIDAY MEMOS WERE THE I THINK AT ONE POINT IT CAME DOWN TO WHAT PART OF THE CITY WE WERE RECEIVING. I'M SORRY, TRUSTEE WHAT PART OF THE-- WHAT PART OF THE CITY WE WERE RECEIVING CONCERNS FROM? WE PROBABLY CAN GET INFORMATION TO SHOW US WHERE, AND THEY'RE NOT ALWAYS CONCERNS.

I MEAN, MOST OF THE THINGS THAT COME THROUGH ARE QUESTIONS.

SO 63% OF THE INFORMATION THAT COMES THROUGH RE QUESTIONS AND THERE ARE 2% COMMENTS, WE HAVE 2% AND SUGGESTIONS, 31% CONCERNS, AND THEN THEIR COMPLIMENTS.

SO THIS IS THE HOTLINE THAT THEN DISTRIBUTES PARENTS TO THE APPROPRIATE DEPARTMENTS PERTAINING TO THAT SPECIFIC QUESTION.

CORRECT, BECAUSE WHAT WAS HAPPENING IS A PARENT WILL CALL MAYBE THEY CALL THE WELCOME CENTER, BUT THE WELCOME CENTER SENDS THEM TO A DEPARTMENT AND THEN THAT DEPARTMENT SENDS THEM TO ANOTHER. SO THIS IS JUST A WAY OF STREAMLINING, MAKING SURE THAT THE PARENTS OR COMMUNITY PEOPLE.

SOMEBODY WHO'S INTERESTED IN THE DISTRICT GETS ROUTED TO THE RIGHT PERSON WHO CAN RESPOND TO THEIR QUESTION OR THEIR REQUEST.

GREAT, ABSOLUTELY, THANK YOU.

I GUESS THE OTHER THING THAT IS NICE ABOUT THIS IS WE CAN MEASURE THE CUSTOMER'S EXPERIENCE BECAUSE THEY ARE GIVEN A SURVEY AND THEN THAT SURVEY DATA COMES BACK TO US.

SO I'M JUST GOING TO MAKE A REAL QUICK COMMENT ABOUT THIS PROGRAM THAT WE HAD.

I ACTUALLY DID A LITTLE SECRET SHOPPER ACTION ON THIS THING.

ACTUALLY, I WAS LOOKING AT SOMETHING ELSE AND ONE OF OUR NEW SYSTEMS A COUPLE OF MONTHS AGO, AND I MEAN, IT WAS OUTSTANDING.

I MEAN, THEY GOT BACK TO ME RIGHT AWAY.

THEY GOT BACK TO ME WITH THE RIGHT ANSWER.

SO I JUST WANT TO COMMEND THE TEAM ON PUTTING THIS TOGETHER BECAUSE I THINK THAT AT LEAST I HAD A VERY GOOD EXPERIENCE WITH IT.

JUST THOUGHT I'D SHARE THAT WITH YOU GUYS.

CUSTOMER EXPERIENCE RIGHT NOW IS AT AN EIGHT.

THERE'S A SCALE OF A 0 TO 10, AND SO WE'RE AT AN 8.0 AT THIS POINT.

GREAT. LET'S SEE, AT LEAST WE HAVE SOME DATA TO FIGURE OUT WHERE WE ARE.

OKAY, TRUSTEES, THEN MOVING ON TO LEADING AND LEARNING ANY QUESTIONS ON 15 OR 16.

[14. LEADING AND LEARNING DIVISION]

15A, TRUSTEE FOREMAN.

[03:15:07]

HI, TRUSTEE FOREMAN. HI, HOW ARE YOU? GOOD. A COUPLE OF QUESTIONS.

YES. WHAT OTHER DISTRICTS ARE THEY USING THIS SANDIA INTERNATIONAL IN? THE SECOND QUESTION WOULD BE HOW DOES IT AFFECT THE OVERALL LIBRARY EXPERIENCE FOR OUR STUDENTS? SO THE FIRST QUESTION I THINK I'LL HAVE TO DO SOME RESEARCH ON FOR YOU AND GET BACK TO YOU ON THAT TO FIND OUT THE OTHER DISTRICTS THAT CURRENTLY USE THIS PARTICULAR VENDOR. RFID IS A COMMONLY USED PRACTICE IN OTHER LIBRARIES, AND THAT'S WHAT WE'RE TRYING TO UPGRADE TO. THE EXPERIENCE IS THAT STUDENTS WILL BE ABLE TO INCREASE THEIR CIRCULATION AND HAVE ACCESS TO BOOKS IN AN AUTOMATED WAY THAT MAKES WE'RE HOPING TO INCREASE CIRCULATION OF BOOKS FOR STUDENTS.

SO USING AN RFID SYSTEM HELPS THEM COME IN AND CHECK OUT BOOKS AND BE ABLE TO MOVE QUICKER THAN TO HAVE TO ACTUALLY MANUALLY COME IN AND WORK WITH A PERSON.

SO ARE WE GOING AWAY FROM HARD COPY? NO, MA'AM, THIS IS FOR THE HARD COPY AS WELL AS FOR THE DIGITAL PURPOSE.

SO, AND YOU KNOW THIS I ALWAYS ASK THE QUESTION, WHERE HAS IT WORKED? BECAUSE IT'S IMPORTANT THAT WE DON'T CONTINUE TO JUST DO PROCESSES JUST TO BE ABLE TO DO THEM BECAUSE THEY SOUND GOOD.

YES, MA'AM. WE SPEND A LOT OF MONEY ON STUFF WE HAVE TO TRASH AFTER A YEAR.

SO I'D JUST LIKE TO KNOW THAT PART, AND IF IT'S NOT MOVING HARD, COPY AWAY, BECAUSE EVERYBODY DOES NOT USE TECHNOLOGY, AND I THINK PEOPLE NEED TO UNDERSTAND THAT A LOT OF OUR KIDS LIKE READING HARD COPY, LIKE READING BOOKS, LIKE HOLDING BOOKS, AND SO WE'VE HAD AN EXPERIENCE WITH VIRTUAL SO WE KNOW WHAT THAT LOOKS LIKE, NOT GOOD.

SO LET'S NOT GET TOO CARRIED AWAY, OKAY? THANK YOU, DEAR. TRUSTEE MACKEY?.

JUST TELL ME WHAT THIS IS. I DON'T ACTUALLY UNDERSTAND WHAT WE'RE DOING HERE.

SO IT'S A CIRCULATION AND COLLECTION MANAGEMENT SYSTEM.

EACH BOOK WILL HAVE AN IDENTIFICATION TAG IN IT.

PUT AN RFID TAG UNDER THE UNDER THE FLAP OF EACH BOOK.

EXACTLY. WHAT DO THOSE THINGS COST? WELL, IT VARIES, BUT IT'S 3.5 MILLION OVER FIVE YEARS.

WE CAN GET TO THE.

THE PER UNIT COST DOWN PRETTY LOW FOR THIS TO MAKE ANY SENSE.

SO I'D DEFINITELY LIKE TO KNOW PALLET IN MY SHIPPING BUSINESS IS NOT GOING TO WORK ON A PER BOOK BASIS.

WHAT IT WILL DO IS IT'LL TAKE THE INVENTORY DOWN FROM WHAT YOU COULD INVENTORY WOULD TAKE TWO WEEKS, IT WILL TAKE 2 HOURS.

SO THAT WOULD ALLOW THE MEDIA SPECIALISTS TO SPEND MORE TIME WITH INSTRUCTION AND HELPING WITH THE STUDENTS WITH LITERACY.GOING TO NEED A COPY AT EACH CAMPUS, RIGHT? RIGHT, BUT YOU CAN DO A WHOLE WAND OF 8000 BOOK COLLECTION LIBRARY WITHIN 2 HOURS.

WHAT DOES DO MEAN? SCAN, INVENTORY, WHAT'S CURRENTLY IN THE LIBRARY RATHER THAN A MANUAL INPUT. SO USING IT AS A SCANNING TECHNIQUE.

WE CAN GET YOU THE COST BREAKDOWN FOR THE YEAH, I MEAN WHETHER YOU CAN SCAN THEM AND FIGURE OUT WHAT'S IN THE LIBRARY OR NOT IS NOT MY CONCERN. I'M TRYING TO FIGURE OUT WHAT THE COST IS PER BOOK, PER LIBRARY.

YEAH, I'M CURIOUS ABOUT THE ECONOMICS OF THIS.

SO, YOU CAN PUT IT IN THE [INAUDIBLE] OR DROP ME AN EMAIL.

OKAY. THANKS. THANKS.

TRUSTEE CARREÓN. JUST WANT TO SAY, I VISITED A DALLAS PUBLIC LIBRARY RECENTLY AND THIS TECHNOLOGY IS BEING USED.

I KNOW THE [INAUDIBLE] LIBRARY AND LOVE FIELD, BUT I JUST HAVE WHILE I'M ON THE TOPIC, [INAUDIBLE] SAY I'LL FINISH THE COMMENT BY SAYING IT WAS A VERY SMOOTH PROCESS TO JUST BASICALLY TOUCH THE BOOK ON THE PAD AND YOU JUST KEEP GOING.

IN FACT, YOU CAN DO MULTIPLE BOOKS ON THE PAD AT THE SAME TIME, AND THAT'S HOW YOU CHECK THEM OUT EFFICIENTLY.

WHAT DOES THIS DO TO THE ROLE OF THE LIBRARIAN OR MEDIA SPECIALIST? IT FREES UP THEIR TIME TO ASSIST STUDENTS WITH INSTRUCTION AND HELPING THEM SELECT BOOKS, RATHER THAN SPENDING THE TIME ACTUALLY JUST MANUALLY CHECKING THINGS OUT AND MANUALLY INVENTORYING WHAT'S IN THE LIBRARY.

THANK YOU. OKAY, TRUSTEES, ANY QUESTIONS ON 15 OR 16? IF NOT, WE'LL MOVE ON TO SCHOOL LEADERSHIP.

[17. SCHOOL LEADERSHIP DIVISION]

ANY QUESTIONS ON 18A OR B?

[03:20:02]

18B.

18B? I'M SORRY, 16B.

OKAY, WE'LL BACK UP TO 16B AND THEN WE'LL COME BACK.

TRUSTEE FOREMAN, YOUR MIC.

JUST A QUICK QUESTION.

HOW MANY PARENTS OR STUDENTS THAT WE HAVE IN THE HIPPY PROGRAM? GOOD AFTERNOON. GOOD AFTERNOON.

THE NUMBER OF FAMILIES, RIGHT NOW WE HAVE 795 AND THAT EQUATES TO 886 CHILDREN, BECAUSE SOME FAMILIES HAVE MORE THAN ONE CHILD.

HOW LONG WE HAD THIS PROGRAM WE'VE HAD THIS PROGRAM IN THE DISTRICT FOR OVER 30 YEARS.

HOW HAVE WE MEASURED THE PROGRAM TO SEE IF IT'S SUCCESSFUL? SO OUR EVALUATION AND ACCOUNTABILITY DEPARTMENT DOES DO AN ANNUAL EVALUATION.

THE HIPPY PROGRAM ITSELF ALSO HAS SITE VISITS AS WELL AS A NATIONAL, HEALTHY AND READY TO LEARN ASSESSMENT THAT WE LOOK TO SEE HOW THE FAMILIES AND STUDENTS ARE PROGRESSING.

SO DO WE HAVE AN INDICATION OF HOW THE FAMILIES AND STUDENTS DID PROGRESS USING THIS PROGRAM? YES, MA'AM, SO OUR DATA SHOWS THAT OUR STUDENTS WHO WERE IN HIPPY ACTUALLY ARE OUTPERFORMING ON K READINESS, STUDENTS WHO WERE NOT IN HIPPY AND ACTUALLY OUTPERFORMING THE DISTRICT. SO THAT'S ALL 886 STUDENTS? NO, MA'AM, BECAUSE RIGHT NOW THE 886 IS GOING TO COMPRISE OF STUDENTS AGES 2 TO 5, AND SO IT WON'T BE ALL OF THEM, BUT THE ONES THAT ARE IN KINDERGARTEN.

RIGHT NOW, WE HAVE 60% OF OUR STUDENTS IN HIPPY ARE ACTUALLY SCHOOL AGED.

OKAY, SO 60% ARE SCHOOL AGED.

CAN YOU SHARE WITH ME THAT DATA SHOWS THAT THEY ARE OUTPERFORMING, THE ONES THAT ARE SCHOOL AGED? YES, MA'AM, I CAN GET THAT FOR YOU.

JUST JUST CURIOUS AS TO HOW THIS PROGRAM IS ACTUALLY WORKING AND THE EVALUATION THAT'S DONE BY THE ASSESSMENT DEPARTMENT, WHAT ARE THEY EVALUATING? SO THEY EVALUATE AROUND THE CONTEXT OF THE PROGRAM AS WELL AS THE THINGS THAT I'VE SPOKEN OF AS FAR AS K READINESS OF THE STUDENTS, AND THEY ALSO EVALUATE AROUND THE PROGRAM ITSELF, LIKE PROGRAM EFFECTIVENESS, LOOKING AT THE HEALTHY AND READY TO LEARN ASSESSMENT TO SEE HOW THE STUDENTS ARE FARING.

THEY ALSO HAVE A PARENT PERCEPTION PORTION BECAUSE THE GOAL OF HIPPY IS FOR PARENTS TO BE EMPOWERED TO BE THEIR CHILD'S BEST FIRST TEACHER, AND SO THERE ARE SOME ITEMS THERE THAT PARENTS CAN REPORT ON HOW THEY FEEL BETTER EQUIPPED AS PARENTS TO HELP THEIR CHILD THROUGHOUT THE PROGRAM. SO, THE ASSESSMENT TEAM IS TALKING TO THE PARENTS TO GET THAT KIND OF INFORMATION FROM THE PARENTS.

SO, I WILL HAVE TO CHECK WITH CECILIA'S TEAM, BUT THE ASSESSMENT TEAM CERTAINLY SPEAKS WITH US AND AS WELL AS OUR DIRECTOR OF HIPPY, BUT THEN WE WILL HAVE ANECDOTAL INFORMATION AND SURVEYS FROM PARENTS THAT WE WILL PROVIDE FOR HER DEPARTMENT.

SO THERE'RE SURVEYS THAT YOU GUYS HAVE PROVIDED TO THE PARENTS THAT YOU'RE PROVIDING TO THE ASSESSMENT TEAM? YES, MA'AM.

SO I'D LIKE TO SEE A COPY OF THAT SURVEY THAT GOES TO THE PARENTS.

YES, MA'AM. THEN IN THE INFORMATION THAT YOU PUT TOGETHER, IF YOU COULD ALSO PUT THE ASSESSMENT FOR THE LAST THREE YEARS IN THAT INFORMATION, I'D LIKE TO SEE THAT.

YES, MA'AM. ALL RIGHT, THANK YOU SO MUCH.

YOU'RE WELCOME. ALL RIGHT, TRUSTEES AND MOVING ALONG TO 17 AND 18, TRUSTEE GARCIA HAS A QUESTION ON 18B.

18 A AND B, ACTUALLY.

SO I'LL START WITH 18A.

CAN WE CLARIFY IF THIS TEXAS TECH PARTNERSHIP IS A NEW PARTNERSHIP OR AN EXISTING PARTNERSHIP? IT IS A NEW PARTNERSHIP.

OKAY, AND IF I'M INTERPRETING THIS CORRECTLY, THIS OFFERS SOME OF OUR OWN DISTRICT STAFF THE OPPORTUNITY TO EARN A MASTER'S DEGREE AT THE EXPENSE OF THE DISTRICT, OR IS THIS A TEXAS TECH FUNDED INITIATIVE? WE ACTUALLY PROVIDE TUITION REIMBURSEMENT FOR OUR CREDIT HOURS FOR CREDITS THAT ARE WHERE THEY RECEIVE AN A OR A B IN THAT COURSE, AND THEN HOW MANY PEOPLE ARE AFFECTED BY THIS OR COULD POTENTIALLY BENEFIT? RIGHT, OUR GOAL IS TO RECRUIT ABOUT TEN PER YEAR AND THESE ARE GOING SPECIFICALLY INTO SPECIAL EDUCATION OR IMPROVED INSTRUCTIONAL LEADERSHIP?

[03:25:04]

THEY'RE FOR LEADERSHIP, AND THEY MAY FOCUS ON SPECIAL I MEAN, THE IDEA IS FOR THEM TO BECOME EVENTUALLY LIKE AN ASSISTANT PRINCIPAL OR PRINCIPAL.

OKAY, AND THE PROCESS FOR SELECTION IS WHAT? SO, THEY HAVE TO OBVIOUSLY GO THROUGH TEXAS TECH UNIVERSITY STANDARDS AND REQUIREMENTS, AND THEN OUR GOAL IS TO SELECT FROM ACROSS THE DISTRICT.

SO WE WOULD OPEN UP THE APPLICATION POOL.

THEY FILL OUT AN APPLICATION, WE'LL INTERVIEW THOSE CANDIDATES AND THEN TELL THEM THAT [INAUDIBLE] SO THERE'S AN APPLICATION FOR THE PROCESS.

OKAY, AND THEN IF I'M NOT MISTAKEN, THERE'S ALSO A SIMILAR PROGRAM GOING ON AT SMU FOR MASTER'S DEGREES AS WELL, BUT THESE ARE THOSE ARE SPECIFIC TO CERTAIN DEGREES OR CERTAIN FIELDS THAT ARE YEAH, EXACTLY.

OUR GOAL, THIS WOULD ACTUALLY REPLACE THE SMU PROGRAM.

WE'RE GETTING READY TO CYCLE OUT OF THAT PARTNERSHIP AND WE'LL CYCLE INTO THIS TEXAS TECH UNIVERSITY PARTNERSHIP.

OKAY, AWESOME, I'M A HUGE FAN OF OFFERING THE OPPORTUNITY FOR OUR OUR STAFF TO GROW IN THEIR SKILL SET AND PARTICULARLY WITH RUN OUT UNIVERSITIES ACROSS NORTH TEXAS.

SO HUGE KUDOS THERE, AND I'LL MOVE ON TO OR IF WE'RE ON THE SAME AGENDA ITEM.

TRUSTEE FOREMAN. THAT CONCLUDES MY QUESTION.

TRUSTEE FOREMAN.

OKAY, THANK YOU. SO, TIFFANY, FIRST AND FOREMOST, IT'S GOOD TO KNOW THAT THERE IS A NEW PROGRAM THAT WE'RE MOVING INTO, BUT I DO HAVE SOME QUESTIONS AS USUAL.

THE FIRST QUESTION IS, IS THAT THERE'S TUITION REIMBURSEMENT.

WELL, LOOKING AT THIS THIS CONTRACT THAT'S IN FRONT OF US, IT DOESN'T ADDRESS THE TUITION REIMBURSEMENT PART.

SO I GUESS THAT'S SOMEWHERE ELSE IN THE BUDGET.

YES, MA'AM.

AND SO HOW MUCH HAVE WE SET ASIDE FOR THIS PARTICULAR PROGRAM? DO WE KNOW? FOR THIS PROGRAM, I CAN GET THE EXACT NUMBER, BUT IT WOULD BE ABOUT, I THINK, $18,000, IF I'M NOT MISTAKEN.

SO IF YOU WOULD GET THAT FOR ME, I WOULD BE REALLY APPRECIATIVE.

THE OTHER THING AND YOU KNOW THIS, IT'S NO SECRET I'VE HAD SOME REAL CONCERNS ABOUT THE PROGRAM THAT WE CURRENTLY HAVE AND HOW DO WE MOVE FORWARD TO ENSURE THAT THERE IS DIVERSITY THROUGHOUT THE DISTRICT, AND I DON'T MEAN DIVERSITY JUST IN RACE.

I MEAN IN SECTIONS OF THE CITY, MAKING SURE THAT THERE'S AN OPPORTUNITY TO FOR MORE PEOPLE TO BE INCLUDED.

SO YOU SAID THAT THERE WAS GOING TO BE A SELECTION PROCESS.

WOULD IT BE A PANEL OF PEOPLE MAKING THE SELECTION OR WILL YOUR DEPARTMENT MAKE THE SELECTION? HOW DOES THAT WORK? SO WE ACTUALLY WORK IN CONCERT WITH THE UNIVERSITY PARTNER.

WE WANT TO MAKE SURE THAT WE HAVE CANDIDATES THAT MEET THE UNIVERSITY REQUIREMENTS, AND THEN WE ALSO WANT TO MAKE SURE THAT WE HAVE CANDIDATES THAT ARE REPRESENTATIVE OF DALLAS ISD AND ACROSS THE DISTRICT.

THIS PARTICULAR PARTNERSHIP IS A TEACHER LEADER PROGRAM WHERE THEY HAVE AN OPPORTUNITY TO BECOME A RESIDENT, TEACH A COUPLE OF CLASSES, BUT THEY'RE ALSO LEARNING THEIR LEADERSHIP SKILLS WHILE THEY'RE GOING THROUGH SCHOOL, AND SO OUR GOAL IS TO MAKE SURE THAT WE'RE THINKING ABOUT THE DIVERSITY, AND I'LL TELL YOU SPECIFICALLY, OUR TARGET AND OUR PRIORITY IN DALLAS ISD RIGHT NOW FOR FUTURE LEADERS ARE BILINGUAL CANDIDATES IN AFRICAN-AMERICAN MALES BECAUSE THAT'S WHERE WE SEE THE NEED ACROSS DALLAS ISD.

SO WHILE WE HAVE PRIORITIES, WE DON'T WANT TO LEAVE ANYBODY OUT.

ABSOLUTELY. THAT'S WHERE WE'VE BEEN LOST BEFORE IS WE SET PRIORITIES, BUT WE DO LEAVE OTHER GROUPS OUT. YES ABSOLUTELY.

SO WE WANT TO MAKE SURE THAT WE DON'T DO THAT.

IS THERE ANY SPACE IN THIS WHOLE CONVERSATION ABOUT OUR EQUITY OFFICE IN THEM PARTICIPATING IN THIS PROCESS? OH, YES, ABSOLUTELY, THEY'RE DEFINITELY A PARTNER WITH US AS WE EVEN THINK THROUGH CREATING PROGRAMS AND VETTING PROGRAMS, AND WE CAN DEFINITELY HAVE THEM AT THE TABLE.

I THINK IT'S REALLY KEY THAT WE HAVE THEM AT THE TABLE TO MAKE SURE THAT THE WHOLE EQUITY PIECE IS CARRIED THROUGH, THROUGH THIS PARTICULAR PROCESS, BECAUSE WE GOT A LITTLE BIT ASTRAY THE LAST TIME.

AND THE LAST QUESTION REGARDING THIS IS IN REGARDS TO THE CANDIDATES, WILL THEY ACTUALLY BE TEACHING CLASSES OR ARE THEY JUST GOING TO BE GOING TO SCHOOL? NO, THIS IS A TEACHER LEADER PROGRAM, AND SO THE TEACHERS WOULD TEACH TWO CLASSES, LET'S SAY IF THEY'RE ON A SECONDARY CAMPUS, THEY WOULD TEACH TWO CLASSES PER DAY, AND THEN THEY WOULD ALSO HAVE LEADERSHIP RESPONSIBILITIES.

SO THEY ACTUALLY WORK WITHIN THEIR RESIDENCY AS THEY'RE TEACHING AND AS THEY'RE GOING TO SCHOOL, AND SO IT'S A COMBINATION OF ALL OF THOSE THINGS.

SO LET ME UNDERSTAND RESIDENCY.

THE RESIDENCY WOULD BE ON THE CAMPUS THAT THEY'RE ON.

[03:30:01]

THEY WOULD HAVE SOME LEADERSHIP RESPONSIBILITY ALONG WITH TEACHING CLASSES.

ABSOLUTELY. YES, MA'AM. ALL RIGHT.

THANK YOU. TRUSTEES ANY OTHER QUESTIONS ON 18? 18 B.

TRUSTEE GARCIA.

A QUESTION ON THIS CONTRACT BETWEEN DISD AND THE MEYERSON CENTER.

SO THIS IS SPECIFICALLY TO SERVICE THE GRADUATION AT BOOKER T HIGH SCHOOL.

THERE IS AN ACTIVITY CAMPUS ACTIVITY FUND IMPACT OF 11,000.

IS THAT COMING FROM THE DISTRICT OR IS THAT COMING FROM BOOKER T HIGH SCHOOL'S OWN CAMPUS ACTIVITY FUND? IT COMES FROM THEIR CAMPUS ACTIVITY FUNDS.

OK. AND IS BOOKER T HIGH SCHOOL THE ONLY HIGH SCHOOL TO HAVE A GRADUATION THAT IS SEPARATE AND APART FROM THE SCHEDULE OR THE FACILITIES THAT EVERY OTHER HIGH SCHOOL HAS ACCESS TO IN DISD? AT THIS TIME THEY ARE THE CAMPUS THAT IS HAVING AN OFFSITE GRADUATION.

THAT'S CORRECT. THEY ARE THE ONLY CAMPUS HAVING AN OFFSITE GRADUATION THIS CURRENT SCHOOL YEAR. THIS CURRENT SCHOOL YEAR.

HOW LONG HAS THIS GRADUATION OFFSITE? FOR BOOKER T? THEY'VE BEEN GRADUATING OFFSITE SINCE 1992.

OKAY, SO THE FUNDING THAT IS GOING TOWARDS COVERING THE COST OF THIS CONTRACT IS FUNDRAISED EXCLUSIVELY THROUGH BOOKER T HIGH SCHOOL? THROUGH BOOKER T, THAT'S CORRECT.

OKAY, THOSE ARE ALL MY QUESTIONS.

THANK YOU. TRUSTEE FOREMAN DO YOU HAVE A QUESTION ON THAT? THEY RAISED THEIR OWN MONEY.

YEAH BECAUSE YOUR MIC IS STILL ON, BUT.

OH, I'M SORRY. [LAUGHTER] ANY OTHER QUESTIONS ON THIS ITEM? IF NOT, WE'LL MOVE ON TO INFORMATION TECHNOLOGY.

[19. INFORMATION TECHNOLOGY DIVISION]

ANY QUESTIONS ON 2021.

TRUSTEE JOHNSON ON 20.

GOOD AFTERNOON, TRUSTEE JOHNSON.

YEAH. NO, HOW ARE YOU GUYS DOING? I HAVE A QUESTION. I'M TRYING TO SEE HOW I CAN ASK IT.

EXPLAIN THIS TO ME, AND THEN I KNOW HOW WE CAN ANSWER MY QUESTION.

SO IS THIS USED BY STUDENTS AT HOME? HOW IS THIS GOING TO BE USED GOING FORWARD? YES, SIR. ARE YOU ON ITEM 20 A? 20 A. 20 A, YES, SIR.

AND BEFORE I BEGIN, I JUST WANTED TO BRIEFLY INTRODUCE TO THE BOARD TWO OTHER KEY SENIOR LEADERS IN THE IT DEPARTMENT THAT WE'LL BE CARRYING FORWARD AFTER I TRANSITION OFF.

THIS IS DR. LAURIE VONDERSAAR, WHO'S THE DEPUTY CHIEF SOON TO BE ACTING CHIEF OF TECHNOLOGY, AND MARLON HARRISON, WHO'S THE ASSISTANT SUPERINTENDENT OF INFORMATION TECHNOLOGY, AND SO THEY MAY PARTICIPATE AS WELL IN ANSWERING SOME OF THESE QUESTIONS, BUT TO YOUR QUESTION, SIR THE ITEM 20 A IS FOR OUR ENTERPRISE MICROSOFT SOFTWARE, AND THIS IS THE OPERATING SYSTEM ON ALL THE EMPLOYEE AND STUDENT COMPUTERS, AS WELL AS THE OPERATING SYSTEM AND MICROSOFT WORD AND EXCEL AND OUTLOOK AND EMAIL FOR ALL OF OUR EMPLOYEES AS WELL AS OUR STUDENTS, AND IT CAN BE USED BOTH WHEN THEY'RE AT SCHOOL AS WELL AS WHEN THEY'RE AT HOME. OKAY, THE REASON WHY I'M ASKING IS I'VE BEEN SPEAKING WITH SOME STUDENTS. I HAD A MEETING IN THE COMMUNITY AND I WENT BACK AND I SPOKE WITH OUR STUDENTS.

I KNOW WE GAVE THEM WI-FI YES, SIR.

BUT THE WI-FI, THEY CANNOT USE IT IN A HOME INSIDE THE HOUSE.

THEY'RE ONLY ABLE TO USE IT OUTSIDE OF THE HOUSE.

ARE YOU AWARE OF THAT? NO, I HADN'T HEARD THAT, BUT THAT'S SOMETHING I'D LIKE TO FOLLOW UP ON. IF THEY'RE NOT GETTING ADEQUATE SIGNAL INSIDE THE HOME.

NOW OR WHAT ARE WE USING 5G, 4G, WHAT ARE WE USING RIGHT NOW FOR THAT? RIGHT NOW, FOR OUR PRIVATE CELLULAR, WE'RE USING A 4G TECHNOLOGY.

4G? YES SIR. WAS IT ANYONE THAT PRESENTED 5G? DID WE BUILD THE TOWERS? I KNOW I SEE SEVERAL TOWERS THAT'S UP AT I THINK THEY'RE UNDER CONSTRUCTION RIGHT NOW.

SO WE'VE BEEN USING TEMPORARY TOWERS, BUT I THINK, FOR EXAMPLE, LIKE LINCOLN HIGH SCHOOL TOWER, THE PERMANENT TOWER WAS JUST ERECTED.

SO THEY'RE JUST BUILDING THE PERMANENT TOWERS NOW.

WAS THERE A COMPANY THAT PRESENTED THEMSELVES TO DO THE TOWERS FOR US AND BRING 5G? SO TRUSTEE JOHNSON, BEFORE WE GO TOO FAR, WE'RE A LITTLE BIT OFF OF TOPIC ON THIS.

RIGHT. I MEAN, MAYBE YOU CAN FOLLOW UP WITH JACK OFF LINE.

THE REASON WHY , USING IT AT HOME AND I'M GETTING STUDENTS SAYING THEY CANNOT GET ON THE SYSTEM WHEN THEY'RE USING IT AT HOME.

THEY HAVE TO GO OUTSIDE TO USE IT.

SO I'M THINKING IT'S COMPARABLE, BUT THAT'S WHAT I'M ASKING.

IS THIS STILL COMPARABLE TO WHAT THIS PARTICULAR ITEM IS? AND WHEN I SPOKE WITH OUR DISTRICT ATTORNEYS, WHEN I WAS ASKING THIS QUESTION, THEY SAID THIS WOULD BE THE TIME TO ASK THOSE QUESTIONS.

WHEN I SPOKE WITH MS. FAY.

LET ME LOOK.

[03:35:01]

WHAT IS THE NEXT ITEM POSTED? SO I WANT TO MAKE SURE THAT THIS IS THE I WAS TOLD THIS WOULD BE A GOOD TIME TO ASK THAT QUESTION.

LIKE OF THESE ITEMS BECAUSE I MEAN, THE ITEM AND I'M NOT TRYING TO PARSE WORDS, IT'S JUST WE DON'T WANT TO VIOLATE THE OPEN MEETINGS ACT IF WE'RE I MEAN, YOU'RE ALLOWED TO ASK QUESTIONS THAT ARE PERTAINING.

I'M THINKING FROM MY UNDERSTANDING, FROM WHAT I WAS INSTRUCTED, THIS IS DEALING WITH STUDENTS AND BY NOT BEING, HE SAID THEY CAN USE THIS PRODUCT AT HOME, BUT THEY'RE NOT ABLE TO BECAUSE THEY DON'T HAVE WI-FI.

THEY HAVE TO USE IT WHEN THEY GO OUTSIDE.

SO I WANT TO KNOW WHAT IS PREVENTING THEM FROM USING IT ON THE INSIDE WHEN WE HAVE STUDENTS DOING WORK ON THE INSIDE IF IT RAINS THEY CAN'T USE IT OUTSIDE.

THEY CAN'T DO THEIR WORK. SO THESE SYSTEMS THAT THEY'RE BRINGING US BRINGING TO US I WANT TO MAKE SURE THAT KIDS CAN USE IT.

AND I WAS GIVING THE TIME TO ASK AT THIS PARTICULAR ON 20 A.

THAT'S WHY I ASKED. RIGHT.

SO SO YOU ASKED THE QUESTION YOU KNOW SO THAT YOU CAN USE THE MICROSOFT PRODUCTS.

[LAUGHTER] TRUSTEE FLORES, I WAS ASKING THE QUESTION BEFORE YOU INTERRUPTED ME.

OKAY, GO AHEAD. OKAY, SO CAN YOU ANSWER THE QUESTION.

DO YOU REMEMBER WHAT MY QUESTION WAS? NO. DO YOU MIND REPEATING? SO WAS THERE A COMPANY, WAS A COMPANY EVER PRESENTED THEMSELVES WHERE WE CAN USE THEY WILL BUILD THE [INAUDIBLE] FOR [INAUDIBLE] FOR OUR KIDS TO BE ABLE TO USE THE 5G INSIDE WHERE THEY WON'T HAVE TO GO OUTSIDE BECAUSE IF IT'S RAINING OR A STORM COMES, THEY'RE NOT ABLE TO GO OUTSIDE TO USE THE PRODUCTS THAT WE'RE BRINGING TO THEM.

SO THEY CAN'T DO THEIR WORK. SO THAT'S MY CONCERN.

JUST MAKE SURE STUDENTS CAN DO THEIR WORK, AND I'M BEING TOLD EVEN WHEN IT'S NOT RAINING, THEY CAN'T THEY DON'T HAVE THE WI-FI ON THE INSIDE.

SO THAT'S WHAT I'M TRYING TO UNDERSTAND WHAT YOU'RE BRINGING HERE IS IT GOING TO ADDRESS THE PROBLEMS? YES, SIR.

SO OUR SPECIFICATION FOR THAT NETWORK IS TO WORK INSIDE THE HOME, AND SO IF IT'S NOT, I WOULD ASK THOSE FAMILIES TO COME FORWARD, LET US KNOW, BECAUSE WE DO HAVE SOME DIFFERENT EQUIPMENT OPTIONS THAT THEY CAN USE THAT WILL BOOST THEIR THEIR RECEPTION AND THEIR ABILITY TO USE THESE TYPES OF SOFTWARE AND SYSTEMS IN THEIR HOMES.

SO IF YOU COULD PLEASE GIVE ME ANY ADDITIONAL FOLLOW UP DETAIL OR INFORMATION, WE'D LOVE TO FOLLOW UP WITH THOSE FAMILIES.

RIGHT, AND I APPRECIATE YOU.

I KNOW WE HAD SOME CONCERNS OVER AT ONE OF THE SCHOOLS, AND WHEN I SHOWED IT TO YOU, YOU BROUGHT IT I BELIEVE YOU FIXED IT RIGHT AWAY BECAUSE I HAVEN'T HEARD ANY COMPLAINTS OTHERWISE. SO I APPRECIATE YOU.

THANK YOU SO MUCH. YES, SIR.

YEP. ANY OTHER QUESTIONS TRUSTEE JOHNSON? NO. THANK YOU. TRUSTEE FOREMAN.

OKAY, SO MY QUESTIONS ARE A LITTLE BIT DIFFERENT.

THE FIRST ONE AND I WAS JUST MOTIONING TO WHAT ARE YOU NOW, DEPUTY SUPERINTENDENT? I DON'T KNOW. Y'ALL'S TITLES CHANGE SO OFTEN, BUT I'M TRYING TO FIGURE OUT.

WE'RE TALKING ABOUT $15 MILLION DOLLARS FOR SOFTWARE AGREEMENT.

HOW DO WE KNOW THROUGH A COOPERATIVE PURCHASE THAT THIS IS THE BEST VALUE? WHAT DO WE DO TO TEST IT? GREAT QUESTION, TRUSTEE FOREMAN.

SO WHAT WE DO IS WE TRY TO MAKE SURE THAT WE SHOP THE COOPERATIVES TO MAKE SURE THAT WE ARE GETTING THE BEST PRICE.

WE KNOW THAT THE COOPERATIVES ARE ALREADY PRE-BID THROUGH AN RFP PROCESS, BUT THEN WE ALSO GO THROUGH AND MAKE SURE THAT WE SOLICIT EACH OF THOSE COOPERATIVES THAT'S ABLE TO FUNCTION IN THIS CAPACITY AND GET THE BEST PRICE.

SO THERE WAS A SOLICITATION TO EACH COOPERATIVE TO MAKE SURE THAT WE GOT THE BEST PRICE? THERE WILL BE. WE HAVE NOT SET THAT OUT YET.

SEE, THAT'S MY PROBLEM RIGHT THERE.

THERE WILL BE, BUT YOU'RE ASKING ME TO BRING THIS FORWARD AND VOTE ON IT.

BUT THERE WILL BE.

I'M EX-PURCHASING AGENT, SO DON'T GET TOO CONCERNED, BUT I TALK ABOUT THESE COOPERATIVE AGREEMENTS ALL THE TIME, BECAUSE SOMETIMES THEY'RE NOT THE BEST VALUE, BUT THEY'RE EASY BECAUSE THEY FULFILL THE PROCUREMENT REQUIREMENT.

AND I ALWAYS LOOK FOR BEST VALUE, AND WHEN YOU'RE TALKING $15 MILLION DOLLARS, THAT'S A LOT OF MONEY. THAT'S A LOT OF MONEY, AND SO IT WOULD BE FOR ME, IT WOULD BE BETTER IF YOU SHOP COOPERATIVES BEFORE YOU BRING IT TO US.

THEN WE HAVE AN UNDERSTANDING THAT WE GOT BEST VALUE, AND THEN I'M GOOD.

BUT I'M NEVER GOOD WHEN YOU ASK ME TO VOTE ON SOMETHING AND THEN YOU'RE GOING TO GO BACK AND SHOP IT. NEVER GOOD SO, AND THAT'S JUST A PROBLEM FOR ME.

I'M JUST ONE ONE INDIVIDUAL.

SO THE NEXT QUESTION IS WHAT ARE WE SPENDING PER YEAR ON MICROSOFT LICENSING AGREEMENTS? DO WE KNOW? IT'S CURRENTLY RIGHT NOW TRUSTEE FOREMAN IN THE PAST THREE YEARS WE'VE SPENT ABOUT 1.6 MILLION A YEAR.

1.6 MILLION A YEAR, BUT WE'RE TALKING 15.85 MILLION FOR FIVE YEARS.

YES, MA'AM, AND WHY IS THE REASON FOR THE LARGE UPTICK? THE REASON FOR THE LARGE INCREASE IS AROUND OUR CLOUD STRATEGY FOR OUR DISASTER RECOVERY

[03:40:01]

AND BUSINESS CONTINUITY.

SO WE ARE ADDING THE CLOUD STRATEGY THAT WOULD ALLOW US TO BE ABLE TO REPLICATE SOME OF OUR SYSTEMS IN THE CLOUD.

IN THE EVENT OF A DISASTER, WE CAN RECOVER FASTER AND GET THE BUSINESS SYSTEMS UP AND RUNNING. SO WHAT ARE WE USING NOW FOR RECOVERY IN CASE OF A DISASTER? WE HAVE TWO SITES, TWO ON PREMISE LOCATIONS.

IT'S JUST NOT AS QUICKLY AS WE NEED IT TO.

SO THE CLOUD OFFERS US THAT ABILITY TO DO IT FASTER.

SO WHAT DOES FAST DO FOR US? BECAUSE IT'S A HUGE COST.

ABSOLUTELY. AND SO WHAT IS FAST GOING TO DO FOR US TO JUSTIFY A HUGE COST? SO IT REALLY IS A VERY AND JACK PLEASE FEEL FREE TO JUMP IN HERE, BUT IT'S A VERY QUICK TURNAROUND TIME FOR THAT SWITCH TO A SYSTEM.

SO ESSENTIALLY WE WOULD BE ABLE TO MOVE WITHIN THE CLOUD WITHIN A MATTER OF HOURS, NOT IN A MATTER OF DAYS.

SO WE WOULD BE ABLE TO RECOVER MUCH, MUCH FASTER AND KEEP THE BUSINESS RUNNING.

SO I GUESS WHAT I'D LIKE TO KNOW IS JACK, CURRENTLY, HOW LONG IS AND YOU DON'T HAVE TO ANSWER THIS NOW, YOU CAN PUT IT IN A TRACKER.

HOW LONG HAS IT TAKEN US TO CURRENTLY RECOVER? HOW MUCH ARE WE SPENDING ON THE CURRENT RECOVERY SYSTEM THAT WE HAVE? SO THAT I CAN GET A GOOD UNDERSTANDING OF WHERE THE DOLLARS ARE GOING AND WHY THE DOLLARS ARE GOING THERE.

AND THEN THE LAST QUESTION IS.

WELL, WAIT A MINUTE. HOW MANY OF THE, AND JACK YOU PROBABLY DON'T KNOW THIS, SO YOU CAN GET IT TO US. IT'S JUST A SIMPLE QUESTION THAT BOTHERS ME A LOT.

WE HAVE A LOT OF LICENSING AGREEMENTS.

HOW MANY DO WE CANCEL? AND HOW MANY DO WE JUST KEEP BUYING THE LICENSE FOR AND WE'RE NOT USING THE SYSTEMS ANYMORE. YES, MA'AM.

THAT'S A GREAT QUESTION, AND THAT WAS ACTUALLY SOMETHING THAT CAME UP RECENTLY AT THE AUDIT COMMITTEE, AND IT WAS ONE OF THE RECOMMENDATIONS FROM OUR INTERNAL AUDIT THAT SUGGESTED THAT WE ADD SOME ADDITIONAL PROCESS STEPS IN THE BUDGET DEVELOPMENT CYCLE EVERY YEAR TO REVIEW OUR SOFTWARE LICENSES AND MAKE SURE THAT WE WANT TO RENEW AND CONTINUE THOSE LICENSES. SO WE DO PURCHASE A LOT OF DIFFERENT LICENSES TO A LOT OF DIFFERENT PRODUCTS, AND SO THAT WAS A WELCOME RECOMMENDATION.

IT IS SOMETHING THAT WE PLAN TO BUILD AND DO OUR PROCESS GOING FORWARD FOR NEXT YEAR'S BUDGET DEVELOPMENT CYCLE.

SO WE WANT TO BUILD IT INTO A PROCESS GOING FORWARD, BUT DO WE TAKE A LOOK BACK OR DO WE JUST GO FORWARD? WE DO SOMETIMES GO BACK AND AUDIT AND VALIDATE OUR LICENSES AND SOMETIMES THE VENDORS DO THAT FOR US. SO IT'S NOT UNCOMMON FOR SOMEBODY LIKE MICROSOFT TO COME IN AND ACTUALLY DO AN AUDIT OF OUR SOFTWARE LICENSES TO SEE HOW MANY USERS WE HAVE VERSUS HOW MANY LICENSES WE PURCHASED, AND THEN RECONCILE IF THERE'S ANY DIFFERENCES THERE.

WELL IF I WAS GETTING 15 MILLION IN FIVE YEARS, I'D BE RUNNING OVER YOU TO TRYING TO HELP FIGURE IT OUT. OKAY, IF YOU WOULD JUST GET THOSE ANSWERS FOR ME, I WOULD APPRECIATE IT.

YES, MA'AM. THANK YOU.

OKAY, TRUSTEES, ANY OTHER QUESTIONS ON 20 A B OR 21? 20 B? 20 B? IT'S KIND OF THE SAME QUESTION THAT I ASKED EARLIER, AND THIS MIGHT BE SOMETHING THAT YOU CAN GET FOR ME LATER IS, IS THAT WE GO INTO A LOT OF DIFFERENT SYSTEMS, BUT WE NEVER TALK ABOUT WHAT WE'VE DONE, THE STEPS WE'VE TAKEN TO GET THERE, AND SO I'M ALWAYS ASKING THE QUESTION OF WHO ELSE IS USING THIS AND WHAT HAS IT DONE TO ENHANCE THEM IF ANOTHER SCHOOL DISTRICT IS USING IT AND IF IT'S ENHANCING THEM.

SO I'D LIKE TO KNOW, PARTICULARLY AROUND THIS PARTICULAR SYSTEM, THIS WHAT IS IT, A HOSTED STUDENT ASSESSMENT AND ANALYTICAL SYSTEM? MA'AM, I THINK MR. HARRISON IS PREPARED TO ANSWER THAT QUESTION FOR YOU.

OKAY, COME ON, MR. HARRISON. WELCOME TO THE FISHBOWL.

GOOD AFTERNOON. GREAT QUESTION.

SO TO ANSWER ABOUT WHO'S USING THE SYSTEM, CURRENTLY, HOUSTON IS A MAJOR DISTRICT, CHICAGO AS WELL, AND THEN LOCALLY RICHARDSON TO SPEAK TO THE BENEFITS OR WHY WE WANT TO DO THIS WELL BEGINNING IN 2023 IT'S A TEA MANDATE FOR ONLINE TESTING FOR STAAR, EOC, AND TELPAS.

THIS PAST SEMESTER WE FOR THE FIRST TIME DID COMPLETE ONLINE TESTING FOR ACP AND WE

[03:45:01]

SUCCESSFULLY HAD 325,000 TESTS SUBMITTED.

ALL GRADES FROM 3 THROUGH 12 STUDENTS TOOK THE ACP THROUGH ONLINE, AND IT WAS A GREAT SUCCESS. THERE'S ALSO ONLINE TESTING FOR STAR USING THE STAR SYSTEM, BUT THE TREND AND THE STATE IS MOVING TOWARDS THE ONLINE SYSTEM.

SO THE PREVIOUS ONLINE SYSTEM THAT WE OR THE CURRENT ONLINE SYSTEM THAT WE'RE USING, THE CONTRACT IS RUNNING OUT.

SO THROUGH THE RFP PROCESS TO BE IN ACCORDANCE TO TEA FOR NEXT YEAR, WE ARE PROCURING A NEW SYSTEM. SO I APPRECIATE THE CANDOR AND I APPRECIATE THE SCHOOL DISTRICTS THAT YOU MENTIONED THAT ARE LARGE SCHOOL DISTRICTS LIKE DALLAS.

RICHARDSON'S NOT THERE YET, BUT I SAID LARGE SCHOOL DISTRICTS LIKE DALLAS BECAUSE IT'S ALWAYS IMPORTANT TO ME THAT WE ARE COMPARING OURSELVES TO SCHOOL DISTRICTS AS LARGE AS WE ARE, LIKE CHICAGO, WHICH IS LARGER THAN DALLAS, BUT HOUSTON, ALSO.

DR. HINOJOSA I'VE GOT A QUESTION FOR YOU.

YOU ARE GOOD FRIENDS WITH GOOD OLD MIKE MORATH.

NO, MOST OF THE TIME.

SO MY QUESTION IS.

MANY OF OUR STUDENTS DON'T DO WELL WITH ONLINE TESTING.

THEY DON'T DO WELL WITH ONLINE PERIOD, AND IS IT DO YOU BELIEVE THAT THE STATE IS MOVING IN THE DIRECTION BASED ON WHAT WE'RE DOING WITH THIS PARTICULAR SYSTEM AND WHAT'S HAPPENED LIKE WITH THE ACPS? THEY'RE MOVING IN THAT DIRECTION FOR ALL TESTING, BEING ONLINE.

THERE'S NO DOUBT ABOUT IT.

IN FACT, WE'RE MEMBERS OF THE TEXAS SCHOOL ALLIANCE AND WE COLLECTED ALL THE ISSUES THAT SOME OF THE DISTRICTS THAT VOLUNTARILY DID SOME ASSESSMENTS.

AND WE'VE GIVEN THAT TO THE COMMISSIONER, THAT THERE ARE STILL A LOT OF ISSUES AS THEY GO DOWN THAT PATH, AND THERE'S NO DOUBT THEY'RE GOING DOWN THAT PATH.

WE WANT THEM TO UNDERSTAND THE ISSUES THAT I THINK 17 OF THE 44 DISTRICTS REPORTED, SOME SIGNIFICANT ISSUES, AND WE'RE GIVING THEM THAT DATA SO THEY'LL HAVE IT GOING FORWARD.

TECHNOLOGY IS GOOD WHEN IT WORKS, BUT A LOT OF DARN TIMES IT DON'T WORK, AND I'LL LEAVE IT THERE. THANK YOU GUYS VERY MUCH.

OKAY, TRUSTEES, ANY MORE QUESTIONS ON IT? IF NOT, WE'LL MOVE ON TO FINANCIAL SERVICES DIVISION, 23, 24, 25,

[22. FINANCIAL SERVICES DIVISION]

26, 27 AND 28.

ANY QUESTIONS ON 23 OR 24? I HAVE ONE ON 27.

27 QUESTION ON 27 TRUSTEE FOREMAN.

AND DWAYNE, I'LL CALL YOU WITH MY QUESTIONS.

IT CAN BE A LITTLE BIT MORE INTIMATE.

SO I CAN BEAT YOU UP.

[LAUGHTER] SO, DAVID, THIS IS A RECOMMENDED POOL OF VENDORS FOR CARPENTRY MATERIALS, AND IT LOOKS LIKE IT'S A LARGE INCREASE, AND I WAS TRYING TO FIND OUT HOW MUCH THE LAST CONTRACT WAS, AND IT DOESN'T SEEM TO INDICATE IN THIS DOCUMENT THAT I HAVE.

THE LAST CONTRACTED AMOUNT.

I'M SORRY. HERE'S SOME HISTORICAL, BUT IT DOESN'T GIVE THE AMOUNT.

WAS IT NOT TO EXCEED 5 MILLION OVER FIVE YEARS AND NOW WE'RE TALKING ABOUT 15 MILLION OVER FIVE YEARS.

IS THERE A REASON FOR THAT INCREASE? YES, MA'AM. SO WITH THE PASSING OF THE 2020 BOND, BEFORE WE UTILIZE THIS, JUST IN MAINTENANCE AND FACILITY SERVICES, NOW WE'RE ABLE TO USE IT WITH BOTH BOND FUNDS AND GENERAL OPERATING.

SO THAT WAY THERE'S THINGS THAT WE CAN ADDRESS FASTER AT A CAMPUS AS OPPOSED TO WAITING FOR AN OVERALL GENERAL CONTRACTING CSP BUDGET.

SO LET'S SAY THAT WE NEEDED TO REPLACE OR FIX A COUPLE OF WALLS IN THE ATHLETIC AREA OF A SCHOOL. WE CAN UTILIZE THIS BOARD DOC TO DO THAT AND NOT HAVE TO WAIT MONTHS FOR ARCHITECT, DESIGN, BIDDING, PERMITTING AND ALL OF THAT.

SO THIS IS SO WE CAN NOT HAVE ANY GAPS IN SERVICES FOR OUR CAMPUSES.

SO WOULD ANY OF THIS COME FROM BOND FUNDS OR IS THIS JUST GENERAL FUNDS? NO, IT WOULD COME FROM BOTH.

SO, FOR INSTANCE, MY ANNUAL OPERATING BUDGET THAT YOU APPROVE EVERY YEAR IN JULY 1ST, I'D

[03:50:05]

BE ABLE TO DO SOME THINGS, BUT ALSO MR. ALFRED WOULD BE ABLE TO USE IT WITH AT HIS AT SOME OF HIS CAMPUSES AS WELL. DON'T SIT OVER THERE BY HIM. ARE YOU TRYING TO HIDE? GET ON UP THERE. [LAUGHTER] YES.

TRUSTEE FOREMAN. HOW ARE YOU DOING? DOING GOOD. SO THE QUESTION I WOULD HAVE IS FOR THIS 15 MILLION, WOULD THIS BE ON SCHOOL REDO'S OR SCHOOL MAKEOVERS, NOT ON NEW SCHOOLS? THIS WOULD NOT INVOLVE NEW SCHOOLS AT ALL.

NO, NOT ON NEW SCHOOLS. JUST THE RENOVATION PROJECT.

JUST THE RENOVATION.

SO IF I HAVE A SCHOOL THAT NEEDS SOME CARPENTRY WORK, AND IT MIGHT BE MONEY ALREADY IN THE BOND FOR THAT SCHOOL.

CORRECT. BUT THERE IS OPPORTUNITIES TO USE SOME OF THE DOLLARS OUT OF HERE FOR THAT SCHOOL JUST FOR THAT CARPENTRY WORK? CORRECT? YES, MA'AM.

OKAY. AND IT DOESN'T DIMINISH THE MONEY THAT'S ALREADY THERE FOR THAT SCHOOL? NO. YEAH, IT WOULD COME FROM THAT SCHOOL'S BUDGET.

IT WOULDN'T DIMINISH IT.

NO. AND WE'D BE ABLE TO DO IT FASTER.

SO IF YOU NEEDED SOMETHING NOW, LET'S SAY WE'RE DESIGNING AND THE ARCHITECTS, IT'S TYPICALLY A NINE MONTH DESIGN PROCESS, AND THEN WE HAVE TO GO TO CITY AND BID, AND THAT TAKES US ABOUT, ASSUMING FOR PERMITTING, THAT'S SIX MONTHS, AND THEN BEFORE WE BREAK GROUND, RIGHT, THAT'S A YEAR AWAY.

THIS ALLOWS US TO FILL THAT VOID RIGHT NOW FOR THAT CAMPUS.

OKAY, MR. BATES, I NEEDED MR. ALFRED BECAUSE HE'S THE CONSTRUCTION GUY.

I NEED HIM TO ANSWER THE QUESTION IN REGARDS TO HOW DOES THAT BENEFIT THE BOND PROGRAM? WELL, AS MR. BATES WAS SAYING, SOME OF OUR PROJECTS, LET'S SAY I HAVE A CEILING REPLACEMENT, IT REALLY IT'S A 1 TO 1 REPLACEMENT.

IT DOESN'T REQUIRE A LOT OF DESIGN WORK.

I COULD GO TO THIS POOL OR THIS ITEM TO GET THAT ITEM FIXED NOW, WHERE I'M DESIGNING THE LARGER PROJECT THAT DOES REQUIRE ENGINEERING FOR MY MEP AND NOT HOLD UP THAT SCOPE OF WORK. OK.

AND I'LL GIVE YOU AN EXAMPLE MAYBE YOU CAN HELP ME WITH THAT.

WOULD BE AT MARK TWAIN WHERE WE'RE CONSIDERING DOING SOME DIFFERENT THINGS AT MARK TWAIN.

YOU TURN TO MARK TWAIN'S BUDGET.

NO. REVIEWING ITEM.

OH, I WAS JUST CHECKING. I DO HAVE THE BUDGET.

CAN WE INCREASE THE BUDGET? NO. NO.

SO IN CASE WE NEEDED SOME ADDITIONAL WORK THERE DOLLARS COULD BE PULLED OUT OF THIS FUND RATHER THAN YOUR 2020 BOND FUNDS THAT HAVE BEEN ALLOCATED? THAT'S WHAT I'M TRYING TO MAKE SURE.

ME OR HIM? YES.

HIM. [LAUGHTER] YES, THAT'S RIGHT.

YEP, HIM. YEAH, HE'S IN THAT SPOT.

OKAY, THEN IT SOUNDS OKAY, I JUST WANTED TO MAKE SURE I UNDERSTOOD.

OKAY, THANK YOU, MA'AM. THANK YOU VERY MUCH.

TRUSTEE JOHNSON. AND MR. ALFRED SEE ME AFTER BATES SAID SOMETHING THAT WAS KIND OF ALARMING, BUT I WANT TO ASK THE QUESTION HOW LONG DOES IT TAKE FOR US TO GET A PERMIT PULLED WHEN WE GO TO THE CITY? BESIDES FOREVER, WHAT'S THE ACTUAL TIMEFRAME? [LAUGHTER] ME OR HIM, ME? THEY'RE GOING TO GET ME FOR THAT ONE.

I WOULD SAY SIX MONTHS.

YOU'RE RIGHT. LET ME ASK HIM, BECAUSE HE SITS IN THE SEAT.

HE SITS IN THE SEAT.

[LAUGHTER] IF WE GOT EXTERIOR WORK, INTERIOR WORK, BUT I MEAN, THE DATA WE'RE SEEING ON MOST OF OUR PROJECTS, I MEAN, YOU'RE LOOKING AT NINE MONTHS TO A YEAR, SOMETIMES SMALLER PROJECT RENOVATIONS ONLY YOU'RE SEEING PROBABLY ABOUT FIVE MONTHS.

THAT'S A LONG TIME. WHAT'S THE HOLD UP? DO YOU KNOW WHAT THE HOLDUP IS WHEN WE'RE READY TO DO BUILDING? WHAT'S THE HOLDUP? IS A REAL RADICAL DECISION? IS JUST SITTING ON PEOPLE'S DESKS? HOLDUP? IT'S A LOT OF OVERSIGHT.

I MEAN, YOU HAVE ENGINEERING DEPARTMENTS, YOU HAVE ZONING, YOU HAVE PD SOMETIMES WE HAVE TO APPLY FOR AND THOSE HAVE TIMELINES.

SOME GO TO THE CITY FOR APPROVAL.

SO JUST BASED ON THOSE TIMELINES, YOU HAVE A LOT OF THAT PUSHES BACK OUR REVIEW.

WHAT DO YOU THINK WE CAN DO BETTER TO SPEED UP THAT PROCESS? IS IT ANYTHING? IS IT ANYTHING WE CAN DO? I THINK IT'S OUT OF OUR CONTROL.

I KNOW THERE ARE A LOT OF SMART PEOPLE WORKING ON IT.

THE CITY KNOWS IT'S A BIG PROBLEM.

I DO THINK DR. LEAR AND THE CITY STAFF, IF THERE'S ONE, THAT'S REALLY TIME SENSITIVE FOR US THEY'LL TRY TO GET IT UP TO THE FRONT OF THE LINE, BUT IT IS A HUGE PROBLEM AND THE CITY UNDERSTANDS IT, AND THEY GOT A WHOLE LOT OF PEOPLE WORKING ON IT.

[03:55:02]

I KNOW THAT'S FOR A FACT.

ALL RIGHT, BROTHER ALFRED. DEACON SUPERINTENDENT.

I'M GOING TO CALL HIM DEACON SUPERINTENDENT I'M GOING TO [INAUDIBLE] OUT.

[LAUGHTER] IF I COULD ADD TO THAT.

WHAT BRENT HAS DONE IS HE HAS GIVEN A LIST OF THE PROJECTS THAT ARE COMING, SO THEY'RE PREPARED. SO HE'S GOT A TIMELINE THAT SAYS HERE ARE THE PROJECTS THAT SHOULD BE COMING IN ORDER AND THE ESTIMATED TIMES THAT THEY WILL BE RECEIVING THOSE FROM THE ARCHITECTS.

SO HE'S GIVING THEM A HEADS UP SO THEY CAN PREPARE FOR THAT AS WELL AS HE HAS A ONE ON ONE INDIVIDUAL AT THE CITY TO BE ABLE TO COMMUNICATE WHAT, IF ISSUES COME UP.

OH, [INAUDIBLE], THANK YOU SO MUCH.

OKAY, TRUSTEES ANYTHING ELSE ON 27? IF NOT, WE'LL MOVE ON TO 28.

C. 27 C.

SO THE QUICK QUESTION IS THE PREVIOUS AGREEMENT WAS WHAT IN 2019?.

27 C . IT'S ON THE ROOFING.

YES, MA'AM. OKAY, 2019.

THE PREVIOUS AGREEMENT WAS IN 2019.

NOW WE'RE COMING BACK FOR A NEW AGREEMENT.

IT WAS A FIVE YEAR AGREEMENT.

SO IS THERE A REASON FOR THAT? YES, MA'AM, AND THIS FALLS RIGHT IN LINE WITH THE LAST ONE.

WE HAVE ROOFS THAT CAN'T WAIT 9 MONTHS FOR DESIGN, 6 MONTHS FOR PERMITTING.

WE WANT TO REPLACE THOSE ROOFS OF BOTH UNDER THIS RFP WITH BOND FUNDS AND WITH GENERAL OPERATING FUNDS, BOTH OF OUR BUDGETS.

SO THIS ALLOWS BOTH BRENT AND I TO SERVICE THE CAMPUSES FASTER THAN WAITING FOR MONTHS WITH A GENERAL CONTRACTOR.

SO I GUESS THE QUESTION I HAVE IS, IS THAT IT WAS A FIVE YEAR AGREEMENT IN 2019 WITH RENEWABLE OPTIONS.

IT WAS FOR $10 MILLION DOLLARS AND WE'VE ONLY USED $5 MILLION DOLLARS OUT OF THAT PARTICULAR CONTRACT.

IS THAT CORRECT? I BELIEVE.

WELL, THAT'S WHAT THE DATA POINTS SHOW.

I HAVE THE OTHER 5 MILLION ENCUMBERED RIGHT NOW AT PROJECTS LIKE WE USED KPOST AT ROOSEVELT TO SUPPLEMENT WHAT THEY WERE DOING OVER THERE.

SO THAT MONEY IS ENCUMBERED AS FAR AS THE $10 MILLION DOLLARS.

SO WE FELT WE GO OUT FOR ANOTHER RFP.

WE WE SOLICIT FOR THESE VENDORS TO BE ABLE TO DO WORK FOR US OVER THE NEXT FIVE YEARS AND WE INCREASE THE BUDGET TO 25 MILLION.

OKAY, SO YOU SAY YOU'VE ENCUMBERED THAT.

SO THAT MEANS THAT YOU HAVE SOMEWHERE YOU'RE SPENDING IT.

IT WOULD HAVE MADE SENSE TO ME IF YOU ONLY USE THE $5 MILLION DOLLAR FIGURE, YOU WOULD HAVE USED THE ENCUMBERED FIGURE ALSO.

BECAUSE IS IT SPENT OR NOT SPENT? WELL, TECHNICALLY, IT'S, TECHNICALLY IT'S SPENT UNTIL WE RECEIVE IT WITH ACCOUNTS PAYABLE THEN IT SHOWS AS SPENT.

SO THESE ROOFS ARE IN PROCESS RIGHT NOW.

WE'VE ISSUED A PO, BUT WE DON'T RECEIVE IT UNTIL THEY'RE DONE THEIR WORK AND WE DO AN INSPECTION. SO WHEN WE PREPARE THESE REPORTS, WE USE ACTUALS, WE'VE WRITTEN CHECKS AND WE DON'T ACCOUNT FOR OUTSTANDING ENCUMBRANCES BECAUSE WE DON'T WANT TO REPORT AN AMOUNT THAT MAY BE DIFFERENT THAN WHAT WAS ENCUMBERED.

SO I'M STILL A LITTLE BIT CONCERNED BECAUSE THIS IS A WE'VE DEPLETED THE FUNDS FOR THIS PARTICULAR CONTRACT USING THE ENCUMBRANCES.

CORRECT. CORRECT, AND IT WOULD FOR ME, IT WOULD HAVE BEEN NICE TO KNOW THAT THE FUNDS WERE DEPLETED, BECAUSE I'M LOOKING AT IT STILL $5 MILLION DOLLARS IN THERE, IF THAT MAKES ANY SENSE. I'M NOT AGAINST THE UPTICK IN TERMS OF ROOFING, BECAUSE I KNOW ROOFING COSTS HAVE GONE UP. I KNOW WE HAVE A LOT OF FACILITIES THAT NEED WORK.

WE'VE HAD ISSUES WITH ROOFING BEFORE.

THAT'S NOT THE ISSUE FOR ME.

THE ISSUE WAS, IS THAT I LOOKED AT A CONTRACT THAT WAS DONE IN 2019, AND USING THE DATA THAT I WAS GIVEN BASICALLY SAID THAT THERE WAS STILL ANOTHER $5 MILLION DOLLARS IN THE CONTRACT. UNDERSTOOD.

IF THAT MAKES SENSE. IT DOES.

YES, MA'AM. OKAY, ALL RIGHT.

THANK YOU. THAT'S IT.

[04:00:03]

TRUSTEES ANY OTHER QUESTIONS ON 27.

27 E? E. AND THIS IS THE SAME THING.

IT'S JUST AN UPTICK IN COST , AND WE BASICALLY HAVE SPENT THE 2.4 OF THE 2.5.

SO IT'S THE SAME THING.

YOU DON'T HAVE TO ANSWER IT. I HAVE A BETTER UNDERSTANDING.

YES, MA'AM.

THEN I HAVE 27 F.

27 F.

AND DWAYNE, THIS MIGHT BE A QUESTION FOR YOU.

SO WE WANT TO ENTER INTO A CORPORATE AGREEMENT WITH THIS POOL OF VENDORS THAT ARE LISTED FROM THE BUYBOARD.

IS IT ALL OF THESE VENDORS THAT ARE ON HERE? ON THE SECOND PAGE? YES, MA'AM. WE WENT OUT FOR AN RFP.

WE DIDN'T HAVE ANY RESPONSES.

SO WE'RE GOING OUT AGAIN.

IN ORDER TO NOT HAVE ANY GAPS IN SERVICE, WE'RE GOING TO USE THE BUYBOARD HERE, AND THESE ARE ALL THE VENDORS THAT ARE ON THAT.

THE ONE THING THAT IS WRONG WITH THIS BOARD DOC IS IT'S NOT TO EXCEED 5 MILLION.

IT'S SUPPOSED TO BE 5 MILLION, NOT 12 MILLION.

SO THAT WILL BE CORRECTED FOR THE NIGHT MEETING.

OKAY, I GUESS THE THING THAT BOTHERS ME IS THE BUYBOARD IS NATIONWIDE AND MANY OF THESE CONTRACTORS MIGHT NOT EVEN BE LOCAL.

SO WHAT ARE WE SAYING? ARE WE GOING TO USE NON-LOCAL CONTRACTORS? OH, NO, MA'AM.

SO IF YOU LOOK AT THIS LIST, SOME OF THESE MAY NOT BE LOCAL.

SO I THINK THE VETTING PROCESS DIDN'T WORK WELL.

I KNOW YOU CAN USE BUYBOARD.

I DON'T LIKE IT.

I DON'T LIKE IT AT ALL.

I KNOW IT, BUT WHEN YOU LOOK AT THIS LIST OF VENDORS, SOME OF THESE VENDORS MIGHT BE LOCAL, BUT YOU'VE GOT THEM ON HERE AS A POTENTIAL VENDOR FOR US.

CORRECT, I THINK WE HAVE TO PUT ALL OF THE VENDORS THAT WENT THROUGH THE RFP PROCESS FOR THE BUYBOARD DOCUMENT, BUT AS FAR AS OUR PERSONAL RFP THAT WENT OUT, IT WAS.

WHY WOULD YOU HAVE TO, DWAYNE, WHY WOULD YOU HAVE TO PUT ALL THE VENDORS THAT WENT THROUGH THE BUYBOARD PROCESS? THAT'S NEVER BEEN MY UNDERSTANDING OF USING THE BUYBOARD.

SO THE FIRST THING IS, I WOULD SEE IF I THINK CHRIS IS ON THE LINE.

BUT BASICALLY WHAT WE'VE DONE IS WE'VE IDENTIFIED THE VENDORS THAT ARE UNDER THIS CATEGORY WITHIN THE BUYBOARD THAT IT GIVES YOU THE OPPORTUNITY TO UTILIZE WITHIN THAT.

WE DIDN'T DO ANYTHING, AS I UNDERSTAND IT, TO CALL OUT ANYONE THAT WAS ON THE LIST, BUT WHEN WE MAKE A SELECTION AS TO WHO WE'RE GOING TO UTILIZE, OBVIOUSLY WE'RE GOING TO BE ABLE WE'RE GOING TO BE USING THE INDIVIDUALS THAT CAN PROVIDE THE SERVICE TO US LOCALLY AND MOST EFFICIENTLY.

SO THIS DOESN'T MAKE SENSE.

TO HAVE THIS FULL PAGE OF LISTED VENDORS THAT WE'RE PROBABLY NOT GOING TO USE MOST OF THEM. AND I'VE NEVER, NEVER, EVER HEARD THAT WE HAVE TO USE EVERYBODY THAT WENT TO THE BUYBOARD IN A PARTICULAR CATEGORY.

SO IF I MAY, SINCE THE DOCUMENT IT DOES HAVE TO BE ADJUSTED FOR THE NIGHT MEETING FROM 12 MILLION TO 5 MILLION, I WILL GET WITH MR. ROBINSON IN PROCUREMENT AND SAY, AM I ALLOWED TO PUT THE ONES LOCALLY THAT I WANT TO USE? THAT'S FAIR. AND THEN IF THAT'S THE CASE, THEN WE'LL CHANGE THE WHOLE THING.

THAT'S FAIR. THANK YOU.

27 G OR H? I'M NOT GOING TO EVEN ASK ANOTHER TECHNOLOGY QUESTION.

28 A AND B.

28 B.

28 B. TRUSTEE JOHNSON I HAVE 27 H.

WHEN YOU GO BACK. I'M SORRY, EDWIN.

OH, I'M SORRY. 27 H.

YES. WHEN YOU GO BACK BUT LET TRUSTEE JOHNSON GO ON

[04:05:01]

NO, WE'LL COME BACK.

YOU GO AHEAD TRUSTEE. GO AHEAD. OKAY, SO THIS IS A QUESTION ON PPE.

YES, MA'AM. WHY ARE WE PUTTING FORTH A FIVE YEAR AGREEMENT FOR PPE FOR $18 MILLION DOLLARS.

SO OUR ANNUAL COST FOR PPE OVER THE LAST TWO YEARS HAS BEEN ROUGHLY AROUND $6 MILLION DOLLARS. IN ORDER TO PROVIDE SCHOOLS WITH ALL THE NECESSARY MATERIALS, WE WENT BACK OUT SO WE CAN MAKE IT FEDERALLY COMPLIANT AND BE ABLE TO USE ESSER FUNDS MOVING FORWARD ON PPE AND UNFORESEEN WHAT COULD HAPPEN OVER THE NEXT FIVE YEARS? MY WELL, I MEAN, HOPE IS NOT A STRATEGY, BUT I'M HOPING WE'RE PAST WHAT WE NEED TO PURCHASE, AND THIS WILL SEE MY CONCERN IS, IS, FIRST OF ALL, WE'RE NOT GOING TO USE THE SAME AMOUNT OF PPE THAT WE'VE USED IN THE PAST.

THAT'S TO START WITH, AND TO HAVE THIS AMOUNT OF MONEY ATTACHED, EVEN IF IT'S ESSER, THAT WOULD BE A CONCERN FOR ME.

SO I'M SORRY.

GO AHEAD. SO IF I COULD ADD.

WE'VE BEEN VERY SUCCESSFUL IN GETTING THESE FUNDS BACK.

WE FILLED OUT ALL THE FORMS. SO WHEN IT INITIALLY HAPPENED, WE PUT THE INFRASTRUCTURE IN PLACE, WE BOUGHT ALL THE PPE AND THEN WE STARTED FILLING OUT THE PAPERWORK FOR FEMA.

SINCE THEN, FOR INSTANCE, 26 EXCUSE ME, 26 MILLION OR $21 MILLION DOLLARS WE GOT 19 MILLION BACK FROM FEMA.

SO WE DO FEEL LIKE THAT WILL CONTINUE, BUT I DO NOT FEEL LIKE THIS SPEND WILL CONTINUE.

BUT THE SPEND IS THERE IN CASE SOMETHING CATASTROPHIC HAPPENS AGAIN AND WE HAVE TO SHUT DOWN. SO.

I JUST DIDN'T WANT TO HANDCUFF OUR DISTRICT.

I DON'T THINK WE'RE GOING TO BE HANDCUFFED.

WE WERE ABLE TO SUCCESSFULLY GET THROUGH COVID TO THIS DEGREE AND SPENDING $18 MILLION DOLLARS HAVING AN $18 MILLION DOLLAR ALLOCATION FOR PPE JUST MAKES NO SENSE.

WE'RE NOT GOING TO BE BUYING AND A LOT OF THE STUFF THAT WE GOT FOR PPE WAS ALSO DONATED TO THE DISTRICT.

SO WE DIDN'T SPEND FOR A LOT OF THAT, AND I THINK THINGS HAVE CHANGED.

SO IT JUST DOESN'T TO ME IT DOESN'T MAKE GOOD FISCAL SENSE DR.

HINOJOSA. EVEN THOUGH IT MIGHT BE ESSER FUNDS TO ALLOCATE $18 MILLION DOLLARS NOW I COULD TAKE SOME OF THAT AND ALLOCATED TO THE SCHOOLS, AND BE GLAD TO DO THAT.

I CAN EVEN WRITE YOU A PO FOR SOME OF THAT FOR THE SCHOOLS.

I'M JUST TRYING TO BLEND IN.

I'M NOT GOING TO LET YOU BLEND.

I'M GOING TO TALK TO YOU AS LONG AS YOU'RE SITTING IN THAT SEAT.

[LAUGHTER] YOU'RE GOING TO BE TALKED TO.

SO IT JUST DOESN'T MAKE SENSE FOR $18 MILLION DOLLARS FOR PPE, WHICH WE ARE PROBABLY NOT GOING TO, WE'RE NOT GOING TO USE THAT KIND OF MONEY.

NO WE'RE NOT GOING TO SPEND THAT KIND OF MONEY.

SO IF YOU PUT THAT MONEY OVER IN CONSTRUCTION, I MIGHT BE MORE IN LINE WITH THAT, BECAUSE OUR SCHOOLS NEED A LOT.

BUT PPE, 18 MILLION THAT JUST DOESN'T MAKE A LOT OF SENSE TO ME.

OKAY, I'M SORRY.

OKAY, SO MOVING ON TO 28 B.

I JUST GOT A SIMPLE QUESTION.

I WAS LOOKING AT THIS AND ARE THESE THE VENDORS BECAUSE I WAS KIND OF CONFUSED WITH IT, SAID THESE DISTRIBUTORS WHO HAVE DELIVERED FROZEN FOODS, MEATS AND VEGETABLES, BREAD, PRODUCE, ETC.

. ARE THESE GOING TO OUR CAFETERIAS OR THEY'RE NOT GOING TO OUR CAFETERIAS? NO, SIR. THESE ARE NOT GOING TO CAFETERIAS.

WHERE ARE THEY GOING? THESE ARE FOR THE CAFÉ THAT WE HAVE AT THE 9400 BUILDING, AS WELL AS OCCASIONAL CATERING EVENTS THAT WE GET.

OKAY. NOW, THE FOOD THAT GOES TO THE CAFETERIA, ARE YOU THE PERSON TO SPEAK WITH? YES, SIR. I NEED TO SPEAK WITH YOU OFF LINE, BECAUSE WE HAVE SOME ISSUES IN OUR SCHOOLS.

YES, SIR. THANK YOU.

SO I HAVE A QUESTION.

TRUSTEE FOREMAN. SO WHAT ARE WE DOING AT 9400 THAT WE WOULD BE GETTING $1.5 MILLION DOLLARS OVER A THREE YEAR PERIOD?

[04:10:02]

DO WE HAVE A CAFETERIA? WHAT ARE WE DOING AND HOW ARE WE SUSTAINING THAT IF WE'RE SUPPLYING FOOD? YES, MA'AM. THERE'S A SMALL CAFETERIA AT THAT BUILDING TO MEET THE NEEDS OF EMPLOYEES AND OTHER GUESTS AND VISITORS WHO COME TO THE BUILDING AND THE OTHER BUSINESSES LOCATED THEREIN; 1.5 MILLION IS A HIGH NUMBER BASED ON OUR HISTORICAL PURCHASE.

BUT WE THOUGHT IT WAS BETTER TO ERR ON THE HIGHER SIDE THAN HAVE TO COME BACK.

BUT WE DON'T EXPECT TO SPEND THAT MUCH.

SO LET ME TELL YOU WHERE I STAND.

FOOD SERVICES EVERY YEAR IS IN THE RED.

FOOD SERVICES EVERY YEAR IS IN THE RED, BUT WE'RE MAKING IT CONVENIENT FOR STAFF MEMBERS AT 9400.

ON SCHOOL CAMPUSES BOTH YOU GUYS KNOW THIS.

WE'RE CATCHING HECK.

THE PEOPLE AT 9400'S NOT GETTING THE SAME FOOD.

WE NEED A REVIEW OF FOOD SERVICES, DR.

HINOJOSA. WE NEED A REVIEW OF FOOD SERVICES.

EVERYTHING FREE IS NOT NECESSARILY GOOD.

I'LL REPEAT THAT AGAIN.

EVERYTHING FREE IS NOT NECESSARILY GOOD.

I'VE HAD AN OPPORTUNITY TO DEAL WITH A WALKOUT BASED ON FOOD.

MY GODDAUGHTER AT STOCKARD JUST SENT ME AN ENCHILADA.

I SENT IT TO THEM.

SHE'S HISPANIC.

SHE WOULDN'T EAT IT.

WE HAVE GOT TO HAVE A REVIEW OF FOOD SERVICES.

WE CAN'T CATER TO THE PEOPLE AT 9400 AND GIVE THEM DECENT FOOD, BUT OUR STUDENTS ARE STRUGGLING. WE SAY WE DON'T WANT THEM TO BE HUNGRY, SO THEY'LL DO BETTER.

THEY'RE STILL HUNGRY.

THEY DON'T EAT THE FOOD. WE KNOW THAT.

MR. ROSENBERGER YOU KNOW THAT.

MR. HARRIS, YOU KNOW THAT.

WE NEED A REVIEW OF FOOD SERVICES.

I CAN'T HAVE STUDENTS WALKING OUT OF SCHOOL BECAUSE THEY CAN'T EAT THE FOOD.

THERE'S A HUGE BUDGET, BUT WE GOT TO MAKE SURE THAT OUR CHILDREN GET WHAT THEY NEED.

AND SO IF THE CHILDREN ARE NOT EATING THE FOOD, THAT MEANS THE STAFF AT THE CAMPUS LEVEL IS NOT EATING THE FOOD EITHER.

WE CAN DO BETTER.

I REMEMBER WHEN WE CHANGED TO THE MARIA LUNA SYSTEM AND STARTED SHIPPING FOOD IN WHEN WE STOP COOKING FOOD ON THE CAMPUSES.

I REMEMBER THAT. I REMEMBER IT WELL.

WE NEED A REVIEW OF FOOD SERVICES AND WE CAN'T CATER TO 9400 WHERE MOST OF THE PEOPLE IN THIS ROOM THAT ARE NOT TRUSTEES RESIDE, AND NOT THINK ABOUT WHAT'S GOING ON IN THESE INDIVIDUAL SCHOOLS AND WHAT THE STUDENTS ARE HAVING TO EAT.

WE CAN DO BETTER.

I KNOW WE CAN DO BETTER, BUT IT'S GOING TO TAKE EFFORT ON EVERYBODY AND OPEN MINDS TO BE ABLE TO UNDERSTAND THAT IS A PROBLEM WITH OUR CHILDREN, AND IT'S A PROBLEM WITH OUR CHILDREN ON THE CAMPUSES.

IT'S A PROBLEM WITH OUR STAFF.

SO I'M ASKING YOU, DR.

HINOJOSA, BEFORE YOU WALK OUT OF HERE TO HELP ME MAKE SURE THAT THERE'S A REVIEW OF FOOD SERVICES. DWAYNE THOMPSON IF YOU'LL COME FORWARD, I ACKNOWLEDGE WE'RE HAVING SOME

[04:15:05]

SIGNIFICANT ISSUES THAT MY STAFF HAS REPORTED TO ME, BUT I ALSO WANT TO SAY DWAYNE UP UNTIL THE LAST COUPLE OF YEARS BEFORE THE PANDEMIC, OUR FOOD SERVICE WAS ALWAYS IN THE BLACK, AND THEY ACTUALLY HAD A FUND RESERVE THAT THEY HAD TO SPIN DOWN DURING THE PANDEMIC , AND I DON'T WANT TO MAKE EXCUSES FOR THEM BECAUSE THAT'S NOT MY STYLE.

BUT I ALSO UNDERSTAND WE HAD SOME SUPPLY CHAIN ISSUES AND WE DIDN'T GET THE KIND OF COMMODITIES THAT WE NEED, AND ALSO UNDERSTAND THAT PEOPLE AT 9400, THEY HAVE TO PAY FOR THEIR FOOD AND IT'S NOT SOMETHING THAT WE JUST GIVE THEM.

SO THERE'S A COST AND THEY HAVE TO PAY FOR THAT.

ARE THOSE THINGS ACCURATE OR INACCURATE? THAT'S CORRECT. THEY DID HAVE A FUND BALANCE IN THE PAST.

THEY ACTUALLY ALSO HELPED PARTICIPATE IN UPGRADES OF EQUIPMENT AT CAMPUSES AND SO FORTH, ABOVE AND BEYOND AS IT RELATED TO A REMODEL AND SO FORTH.

AND THIS FISCAL YEAR, THEY'RE GOING TO BE IN THE BLACK AS WELL.

THAT'S GOING TO THOUGH WE HAVEN'T CONCLUDED YET, BUT ALL THE PROJECTIONS INDICATE THAT THEY WILL BE IN THE BLACK AND YES, AT 9400, IF INDIVIDUALS CHOOSE TO EAT THERE, THEY PAY FULL PRICE FOR THAT.

YEAH. AND WE HAVE HAD SOME SUPPLY CHAIN ISSUES.

IS THAT WAS SOME OF THE ISSUES ABOUT THE QUALITY OF THE FOODS ON THE CAMPUSES.

IS THAT ACCURATE OR IS THAT AN EXCUSE I HEARD FROM THE FIELD.

I JUST NEED TO KNOW.

IT'S ACCURATE. IT'S ACCURATE THERE ARE OBVIOUSLY LIMITED THINGS THAT YOU CAN GET ACCESS TO , AND WE'VE GONE TO MORE PREPACKAGED, WHICH ARE OBVIOUSLY NOT AS GOOD AS SOMETHING WE WOULD MAKE IN HOUSE, BUT AS THINGS RELAX, WE'LL BE ABLE TO GO BACK TO SOME OF THE ITEMS THAT WE'VE HAD PREVIOUSLY.

BUT ALL OF US AGREE WITH BOTH TRUSTEE JOHNSON AND TRUSTEE FOREMAN.

THAT'S NOT ACCEPTABLE, AND THAT'S NOT UP TO OUR STANDARD.

THAT'S CORRECT. THANK YOU.

TRUSTEE JOHNSON.

YES. I JUST WANT TO AGREE WITH TRUSTEE FOREMAN THAT WE DO NEED A REVIEW OF FOOD SERVICES.

I'VE GOTTEN SEVERAL PICTURES AND FROM KIDS WITH MOLD ON BREAD, MOLD ON, THEY OPEN UP ORANGE AND IT WAS COMPLETELY BLACK ON THE INSIDE.

AND I HAVE SCHOOL STUDENTS WALKING OUT.

THEY'RE GOING TO GET SOMETHING TO EAT WHEN THEY'RE AND GETTING IN TROUBLE.

SOME SAYING THEY HAVE CERTAIN KIND OF SICKNESS THAT THEY HAVE TO EAT, AND SO THEY'RE RISKING GETTING IN TROUBLE TO FEED THEMSELVES.

SO BECAUSE THEY HAVE DIABETES AND ETC..

SO WE NEED TO DO SOMETHING LIKE FAST, AND SO I'M WILLING TO TALK WITH YOU OFFLINE AND SEE WHAT WE CAN DO TO HELP, BUT WE NEED TO FIX THIS AND I APPRECIATE THE CONVERSATION OFFLINE. THANK YOU SO MUCH.

TRUSTEE MARSHALL.

YEAH. I APPRECIATE YOU, DR.

HINOJOSA, FOR MAKING THE POINTS THAT YOU DID.

AND I TOTALLY AGREE AND SYMPATHIZE WITH WHAT YOU'RE SAYING TRUSTEE JOHNSON.

AND IF WE'RE HAVING THOSE KIND OF ISSUES, WE ABSOLUTELY NEED TO DO BETTER AND THE KIDS DESERVE US DOING BETTER, BUT I DO THINK THAT THERE WERE SOME COMMENTS MADE THAT WERE JUST FACTUALLY INACCURATE, AND IT IS TRUE THAT WE'VE BEEN IN THE BLACK ALL THE YEARS IN THE PAST. I ACTUALLY JUST PULLED UP THE LAST SEVERAL YEARS, AND THEY'VE ALL BEEN IN THE BLACK. SO I JUST WANT TO MAKE SURE THAT ANYBODY LISTENING KNOWS THAT'S THE CASE, AND I ALSO JUST WANT TO GIVE YOU GUYS AN OPPORTUNITY BECAUSE I CAN'T RECITE OFF THE TOP OF MY HEAD THE SOURCE AND ASSOCIATION OF THE AWARDS THAT YOU GUYS HAVE WON, BUT IT WASN'T TOO LONG AGO THAT WE WERE CELEBRATED AS ONE OF THE BEST FOOD SERVICE DEPARTMENTS IN THE COUNTRY. SO AND THAT'S NOT TO SAY THAT WE SHOULD REST ON OUR LAURELS.

WE NEED TO BE ABOUT CONTINUAL IMPROVEMENT, AND IF THERE'S SUPPLY CHAIN DIFFICULTIES AND THINGS GOING ON POST COVID, WE NEED TO FIGURE OUT HOW TO ADDRESS THOSE TO GET THE FOOD QUALITY UP AND GET KIDS WHAT THEY NEED, BUT CAN YOU JUST BRIEFLY TELL US ABOUT THE AWARDS THAT YOU WON IN THE LAST COUPLE OF YEARS? YEAH, WE'VE BEEN.

THANK YOU. WE'VE BEEN RECOGNIZED AT THE STATE LEVEL AS A LEADER IN FRESH PRODUCE, FRESH TEXAS LOCAL PRODUCE ON OUR MENU.

WE'VE BEEN RECOGNIZED AT NATIONAL LEVEL IN A JUST A MULTITUDE OF OPERATIONS WHERE WE'RE ACTUALLY WE SHARE A LOT OF BEST PRACTICES AT NATIONAL CONFERENCES ABOUT HOW WE OPERATE AS A DEPARTMENT.

YOU KNOW I'LL SAY THESE PAST COUPLE OF YEARS, AS TOUGH AS THEY'VE BEEN EDUCATIONALLY, THEY'VE BEEN EQUALLY TOUGH FOOD WISE WITH SUPPLY CHAIN ISSUES AND CHALLENGES.

AND WE HAD THE PIVOT BACK IN MARCH 19 FROM VIRTUALLY ALL SCRATCH TO VIRTUALLY ALL IW TO DO THE COMMUNITY FEEDING THAT WE DID FOR TWO YEARS AND WE'RE STILL DOING NOW.

[04:20:03]

YEAH. BUT WE'RE DEFINITELY PIVOTING BACK TO MADE FROM SCRATCH BASIS AND TRYING TO BRING BACK SOME OF THE ITEMS LIKE SALAD BARS THAT BECAUSE OF THE PANDEMIC, THE HEALTH DEPARTMENT WANTED US TO CLOSE DOWN.

SO IT'S BEEN A CHALLENGE, BUT HEY, MAN GREAT DAYS ARE AHEAD AND WE'RE REBOUNDING.

I APPRECIATE THAT EXTRA CONTEXT, AND THE LAST POINT I WAS GOING TO MAKE WAS WHAT YOU WERE JUST ALLUDING TO IS IT ALSO WASN'T LONG AGO THAT YOU GUYS PIVOTED AND MANAGED TO SERVE HUNDREDS OF THOUSANDS OF MEALS TO KIDS WHILE THEY WEREN'T IN SCHOOL, AND I JUST WANT TO BE VERY CLEAR THAT WE APPRECIATE YOU GUYS FOR THE HEROIC EFFORTS DURING THAT TIME PERIOD AND FOR THE RECOGNITION THAT YOU'VE GOTTEN ALL OVER THE COUNTRY FOR RUNNING ONE OF THE BEST FOOD OPERATIONS LITERALLY IN THE US.

SO I WANT TO RECOGNIZE THOSE SUCCESSES AND ALSO ACKNOWLEDGE THAT WHAT TRUSTEE JOHNSON IS SAYING IS TRUE, THAT IF KIDS ARE OPENING UP THEIR BREAD AND IT'S GOT MOLD ON IT, WE'VE GOT TO FIX THAT. RIGHT, AND IT'S A BALANCE OF BOTH THINGS.

SO, DR.

HINOJOSA, I APPRECIATE YOUR COMMENTS AND CLARIFYING SOME OF THE EARLIER COMMENTS.

THANK YOU. MAY I? OKAY TRUSTEE MICCICHE IS NEXT AND WE'LL COME BACK AROUND.

THANK YOU. TRUSTEE MICCICHE. THANK YOU, MR. CHAIR. I APPRECIATE BOTH THE CONCERNS AND THE COMMENTS ABOUT FOOD SERVICES. I, DO FEEL VERY GRATEFUL FOR THE EXTRA EFFORT THAT THEY MADE DURING THE PANDEMIC, AND I'M ALSO CONCERNED ABOUT THE ISSUES OF THE QUALITY OF THE FOOD, BUT I DO WANT TO THANK THEM FOR THE EXTRAORDINARY EFFORTS DURING THAT PERIOD OF TIME.

I JUST WANTED TO ASK A COUPLE OF QUESTIONS ABOUT SOME DATA POINTS.

HOW MANY MEALS DO WE SERVE A DAY OR A YEAR? WHATEVER, YOU HAVE AT THE TOP OF YOUR HEAD THERE? YES, SIR. WE'RE AT ABOUT 70 TO 80,000 BREAKFASTS PER DAY AND JUST UNDER 100,000 LUNCHES PER DAY ON AVERAGE.

TRUSTEE MICCICHE, SORRY TO STOP YOU, BUT JUST WE ARE ON AGENDA ITEM 28 B, WHICH HAS TO DO WITH NEGOTIATING THE AGREEMENT FOR RECOMMENDED FOOD VENDORS FOR LARGE DISTRIBUTION, CATERING SUPPLIES, AND RELATED FOOD PRODUCTS FOR FOOD AND CHILD NUTRITION SERVICES.

JUST THOUGHT I'D MENTIONED THAT.

OKAY, THE ONLY OTHER QUESTION I WANT TO ASK IS, DURING THE PANDEMIC, HOW MANY MEALS DID WE SERVE? MILLIONS.

I WOULD HAVE TO GET A SPECIFIC NUMBER FOR YOU, SIR.

MANY, MANY MILLIONS.

YES, SIR. IN TERMS OF PER DAY OR? I BELIEVE AT THE PEAK, WE WERE AT ABOUT 30 TO 50,000 PER DAY.

OKAY. ALL RIGHT.

THANK YOU. THANK YOU VERY MUCH.

THANK YOU, MR. CHAIR. THANK YOU.

TRUSTEES, ANY OTHER QUESTION? IF NOT TRUSTEE FOREMAN.

OKAY THANK YOU.

YEAH I REALLY HATE IT WHEN PEOPLE MISREPRESENT WHAT'S BEING SAID AT THIS TABLE, AND SO I WILL ALWAYS COME BACK WITH A RESPONSE.

I DON'T THINK ANYBODY HAS SAID AT ANY TIME THAT FOOD SERVICES IT'S BAD IN THAT YOU HAVE TRIED TO DO YOUR JOB.

THAT'S NOT WHAT WAS SAID.

WHAT'S SAID IS, IS THAT THE QUALITY OF FOOD THAT THEY'RE CURRENTLY GETTING IS NOT STANDARD QUALITY, AND MICHAEL, I THANK YOU FOR RECOGNIZING THAT AND STATING THAT.

I ALSO THANK YOU FOR ACTUALLY STATING THAT SOME OF THE AWARDS YOU'VE GOTTEN IS FOR FRESH PRODUCE. THAT'S NOT WHAT WE'RE TALKING ABOUT HERE.

THAT IS NOT WHAT WE'RE TALKING ABOUT, BUT PEOPLE ALWAYS WANT TO SPIN THE CONVERSATION.

THE CONVERSATION IS ABOUT THE PREPACKAGED MEALS THAT'S GOING TO THE SCHOOLS.

YOU KNOW THAT.

I KNOW THAT.

THE STUDENTS KNOW THAT.

THE TEACHERS KNOW THAT.

WE'VE EVEN HAD CONVERSATIONS ABOUT ACTUALLY HOW MANY OF THE MEALS THEY ACTUALLY EAT BECAUSE THEY THROW AWAY SO MUCH.

WE'VE HAD THAT CONVERSATION, TOO.

[04:25:04]

I'M GRATEFUL FOR THE MEALS THAT YOU SERVED, THE THOUSANDS OF MEALS THAT YOU SERVED TO THE CHILDREN DURING THE PANDEMIC, BUT WHAT I'M NOT GOING BACK DOWN ON IS MY INITIAL COMMENT , AND NOBODY CAN MAKE ME BACK DOWN.

MY INITIAL COMMENT IS THERE IS A CONCERN ABOUT THE FOOD THAT THEY'RE GETTING IN THE SCHOOLS TODAY. YOU KNOW IT.

MR. HARRIS, YOU KNOW IT? MAYBE THEY'RE NOT GETTING THE SAME THING AT WOODROW, BUT I KNOW WHAT THEY'RE GETTING AT KIMBALL AND CARTER.

IT NEEDS TO BE FIXED.

DR.

HINOJOSA, NEED TO BE FIXED.

WE'RE NOT TRYING TO TAKE ANYTHING AWAY ANY GOOD THINGS AWAY THAT THE DEPARTMENT HAS DONE.

THAT IS NOT MY INTENT, BUT MY INTENT IS TO CONFRONT AND ADDRESS THE ISSUES THAT ARE TROUBLING OUR YOUNG PEOPLE RIGHT NOW.

I CAN'T HAVE 300 KIDS WALKING OUT OF A SCHOOL BASED ON FOOD.

SO. WE NEED A REVIEW.

YES, MA'AM. THANK YOU VERY MUCH, SIR.

OKAY, TRUSTEES, ANY OTHER QUESTIONS ON 28? IF NOT, WE'LL MOVE ON TO 29, 30 OR 31.

[29. INTERNAL AUDIT DIVISION]

ANY QUESTIONS ON THOSE? 30. COMMENT ON 30.

I DON'T ACTUALLY NEED ANYONE TO COME UP.

IN THE AUDIT COMMITTEE, I ADDRESSED MY CONCERNS ABOUT THIS PARTICULAR DOCUMENT.

I'M STILL WORKING ON IT TO SEE WHAT WAS LEFT OUT.

THIS DOCUMENT WAS ACTUALLY INITIATED BY THE EMPLOYEE HIMSELF IN TERMS OF HIS PERFORMANCE REVIEW, AND HE STATED THAT IN THE AUDIT COMMITTEE MEETING.

I AM INTERESTED, OF COURSE THE BOARD WILL HAVE AN OPPORTUNITY TO VOTE ON IT.

AT FIRST WE WERE NOT GOING TO HAVE AN OPPORTUNITY TO VOTE ON IT.

I AM THANKFUL TO BOARD PRESIDENT BEN MACKEY FOR GETTING INVOLVED IN THIS PROCESS AND MAKING SURE THAT WE HAD A PROCESS WHERE THE BOARD WOULD KNOW EXACTLY WHAT WAS GOING ON IN TERMS OF WITH THE AUDIT COMMITTEE AND VOTING ON THIS.

AND I'M HOPING THAT WE HAVE ATTORNEY SONYA HOSKINS WHO HAD WORKED ON THIS IN THE PREVIOUS YEARS. I'M HOPING THAT SHE IS THERE TO WORK ON IT AND I PLAN TO SUBMIT THE DOCUMENT AS I SEE IT. IT SHOULD BE WHEN WE COME TO THE BOARD MEETING.

OKAY, TRUSTEE. TRUSTEE MARSHALL I JUST WANT TO CLARIFY FOR THE BENEFIT OF THE OTHER TRUSTEES SOME CONTEXT AROUND WHAT TRUSTEE FOREMAN IS DISCUSSING.

JUST SINCE I'M CHAIR OF THE COMMITTEE THOUGHT IT WOULD BE BENEFICIAL FOR YOU GUYS.

SHE'S REFERENCING THE EVALUATION INSTRUMENT THAT IS WHAT THE AUDIT COMMITTEE WILL USE TO EVALUATE THE CHIEF AUDITOR.

THAT INSTRUMENT ITSELF WAS BASED OFF OF THE INSTRUMENT THAT WAS USED THE LAST TIME THAT WE EVALUATED A CHIEF AUDITOR, WHICH UNFORTUNATELY WAS SEVERAL YEARS AGO DUE TO SOME CHANGES IN TURNOVER IN THAT POSITION.

THAT PREVIOUS INSTRUMENT WAS APPROVED BY THE BOARD AND BY THE AUDIT COMMITTEE, AND THAT INSTRUMENT WAS CHANGED SLIGHTLY BY THE CHIEF AUDITOR TO MAKE IT MORE CONSISTENT WITH THE JOB DESCRIPTION AND TO ELIMINATE SOME REDUNDANCIES.

I HAVE REVIEWED THOSE CHANGES AND THEY ARE MINUSCULE AND THE AUDIT COMMITTEE HAS VOTED TO APPROVE THOSE CHANGES AS SUBMITTED BY THE CHIEF AUDITOR, AND THAT'S WHY IT'S ON THE BOARD AGENDA FOR YOU GUYS TO APPROVE THE APPROVAL OF THE AUDIT COMMITTEE.

SO THAT'S THE CONTEXT AROUND THIS.

IF YOU HAVE ANY QUESTIONS ABOUT IT, I'D BE HAPPY TO ANSWER THEM OFFLINE.

THANKS. OKAY, TRUSTEES.

OFFLINE. IT IS NOW 4:18 AND THIS MEETING IS ADJOURNED.

THANK YOU. OFFLINE.

* This transcript was compiled from uncorrected Closed Captioning.